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  • 1.
    Abdulwahab, Farah
    Södertörn University College, Lärarutbildningen.
    Ledarskap i klassrummet: Demokratiskt eller auktoritärt2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim is to examine how teachers view their leadership, how leadership is used and developed, and what kind of perceptions teachers have of leadership and how it is important to their students.

    My questions are: 

    • In what ways can the teachers develop their leadership?
    • In what ways can the teachers make use of leadership in the classroom?
    • What do the teachers in the study consider to be a good leadership?
    • What do the teachers inte the study think of their leadership and its´ importance to students?

    The study uses a qualitative research method and consists of interviews with four teachers working in a school south of Stockholm. The results of the study shows that teachers´ leadership in the classroom has a significance for students´ learning and development. The teachers´style of leadership should not be static and should be adapted to students´development level. The results also shows that teachers´ leadership in the classroom is about various tasks. The conclusions are that the teacher in her/his leadership needs to be democratic and allow students to affect the activities in the classroom, but also use an authoritarian leadership to get an effective classroom.

  • 2.
    Afshin, Gilda
    Södertörn University, Teacher Education.
    Genusperspektiv i en interkulturell förskola: En kvalitativ studie av pedagogers förhållningssätt till genusperspektiv ur ett socialkonstruktivistiskt och intersektionellt perspektiv2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This work is a qualitative study that aims to create a deeper knowledge regarding teacher's perceptions on gender and gender equality in an intercultural preschool. This study also clarifies whether preschool can counteract the stereotypicaltraditional gender norms andif so, how it iscapable todo that. Based on a social constructivistperspective,in this study I indicate that children constructgender through interaction with othersin different social contexts. Additionally, based on intersectional perspective, I suggest that it is the relationship between various categories such as ethnicity and gender which is detrimental in constructing gender for preschool children. For example, in meeting with other cultures boys may gain more value than girls. The method of the study is based on interviews and observations and for interpretation of the collected data Iused literature and web based documents. The results show that preschool teachers have some degree of awareness when it comes to gender and equality between sexes. In accordance with this study teachers have enough knowledge about the importance of language in communication with children and they show good ability to distinguish what kind of influence language might haveon children's gender making. On the other hand, in pedagogical practical activities, for example in the design of physical environment one can notice some lack of knowledge among preschool teachers when it comes to creation of gender equality between children. Mystudy also indicates that parents from other ethnicities create inequality between children's gender, and preschoolteachers emphasize thatit is their duty to counteract such inequalities via intercultural pedagogy.

  • 3.
    Albornoz, Sara
    et al.
    Södertörn University College, Lärarutbildningen.
    Hellman, Therese
    Södertörn University College, Lärarutbildningen.
    Eugeniahemmet: Synen på barnen i Eugeniahemmet2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essay is to examine the view on children with disability´s in the end of the 19 Th to the beginning of the 20 Th. We will examine the children that lived in Eugeniahememt but we will also examnie the view the society had on the children who lived on Egueniahemmet. In our essay there are four questions that we are going to answer.

    - Who took the initive to start Eugeniahemmet and how did it affect the activity?

    - Which view had the society on the children who lived on Eugeniahemmet?

    - How did the work with the children look like?

    - Which view had the staff, in Eugeniahemmet, on the children?

    The method that is being used in this essay is trying to analyses what the material tells us about the view on the children and how the work with the children lookt liked in Eugeniahemmet.

    The theory that we use is about Michel Focaults look on madness. Focault says that a person who is mad dosen’t have a connection between body and soul and that creates hallucinations witch leeds to madness. We also use a gender theory by Yvonne Hirdman who explains that women and men have diffrent roles in the society. Womens role is to be responsible for their home and the mens role is to be responsible for the public business.

    The main conclusion is that the view on children with disability in the society made it hard for Eugeniahememt staff to work whit the home´s activity. The view of the children in the society was that they were more a burden on the society than good citizen. These children was learned fast, but if the children who did´t learned fast were called idiot´s. Another coclusion is that in the beginning of Eugeniahemmet activity they accepted everyone even the children who consider be impossible to be educate. But in the beginning of the 20 Th they started to exlude the children who were impossible to educate, because they were idiot´s.

    Title: "The home of Eugenia, The view on the children in Eugenia" qreaters Sara Albornoz and Therese Hellman. Keywords: disabled, protége, free intelligence, institution, idiot.

  • 4.
    Allert, Hannah
    et al.
    Södertörn University, Teacher Education.
    Lund, Anne-Merethe
    Södertörn University, Teacher Education.
    Förskolebarns möjlighet till fysisk aktivitet inomhus: En kvalitativ studie om förskolepedagogers uppfattningar2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Swedish children are growing up in an increasingly physically inactive society, even though research shows the positive effects of physical activity (Wikland 2013, p. 40). Children spends most of their days in preschools, which means a great responsibility for preschools and its teachers as they affect children's opportunities for physical activity. The purpose of the study is to examine how preschool teachers perceive the work with children's physical activity indoors. In our study, we have assumed phenomenography, whose purpose is to describe people's different perceptions of phenomena (Alexandersson 1994, p. 112). To collect empirical data, we have conducted interviews with six teachers at three different preschools.

    This study results and analysis showed that there are different perceptions of the teachers about the work with the children's physical activity indoors. The study showed that all teachers perceived that physical activity is important for children, but they expressed different views about the work on this. The overall perceptions were that they planned and enabled the movement activities indoors with different purposes or that they worked with physical activity when the children expressed a need for this. Another view was that children should not be physically active indoors, because this was something they could vent outdoors. The teachers perceived that there were several factors that influenced their work including knowledge, facilities, furnishings, noise, their own and colleagues' approach and preschool educational focus. 

  • 5.
    Alvarez, Catherine
    et al.
    Södertörn University, Teacher Education.
    Jaeschke, Kajsa
    Södertörn University, Teacher Education.
    "... en utbildning är ju inte allt, erfarenhet väger mer ibland": - en fenomenografisk studie om personal i fritidshemmet2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to illuminate and analyze how afterschool educators perceive their assignments in leisure activities and whether the perception is influenced by their backgrounds. With backgrounds we mean what experience they have and what their level of education is. In our study we have used qualitative interviews to acquire data, we have done this in two afterschool centers. In order to analyze and categorize our collected data we have used the theoretical point of phenomenography.

     

    We have interviewed fourteen people who works in afterschool centers and it was only one of them who had an afterschool teacher degree, the rest had no similar education and based their knowledge on experience. With phenomenography we could categorize the perceptions of the afterschool teachers in four categories. These categories were nurture, children, activities and cooperation between teachers. We also obtained perceptions about their views on education and its relevance to afterschool center. Furthermore the afterschool teachers describe how it is to work in afterschool center.

  • 6.
    Alwert, Kalle
    Södertörn University College, Lärarutbildningen.
    På bron mitt emellan: En kvalitativ studie av elevers sociala kategorisering utifrån känslorna av inkludering och exkludering i specialpedagogiska lösningar2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to find more understanding for pupils in compensatory educational situations and get an idea about how they place themselves in the social hierarchy. In my study I have interviewed four pupils with different experiences from school with the common denominator of being placed in a special class during some hours of the week. The purpose of this placement is to get them to achieve better results in various subjects depending on their grade but this also means a social separation from friends in the ordinary class and this doesn't correspond well with the democratic idea of "one school for all".

    What I found was that these pupils categorize themselves different from each other and while two of the pupils find themselves very included in the school's social network the remaining two had problems functioning satisfactory in a social matter according to their own liking. The feeling of exclusion though can not be connected to their participation in the special class but rather to their earlier social experiences.

  • 7.
    Amedi, Sisen
    Södertörn University College, Lärarutbildningen.
    Diagnos eller behov: behovstödet till elever som har svårt att läsa och skriva2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper is concerning students' with reading and writing difficulties and dyslexia. This paper clarifies the difference between reading and writing difficulties and dyslexia. The essay also gives an insight into dyslexia in an historical perspective. The purpose of the paper is to find out if teachers believe that students with a diagnosis of dyslexia may be more or different help than students with other reading and writing difficulties. By answering this question, I conducted a survey study in two schools in two municipalities. The survey aims to find out if teachers out of schools think that students with a diagnosis may be the right kind of help in their teaching. Teachers at each school feel different. One school believes that students with a diagnosis may be more help than other students with other difficulties. While teachers at the other schools felt that pupils with a diagnosis must not be more help than students in other writing difficulties.

  • 8.
    Andersson, Christel
    Södertörn University College, Lärarutbildningen.
    En kommun - Tre grundskolor2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    In this essay, I will look at three different Compulsory comprehensive schools in one community and I will compare final grades from students who graduated in spring 2006. I will also examine how the three schools work with students, and in what way they approach students with dyslexia/reading- and writing difficulties, so that they could reach goals set by The Swedish National Agency for Education. The aim with this essay is to show differences between schools in the same community and my question is if it is the way you approach students with dyslexia/reading- and writing difficulties that affects the student’s grades and results.

    The study is concentrating on three schools in one community and students with dyslexia and reading- and writing difficulties that went to those schools. I have spoken to remedial teacher at each school about how they approach students with dyslexia/reading- and writing difficulties, what kind of methods the use, how they investigate if a student is in need of special help and how they grade their students who are in need of special teaching because of their learning disabilities. This essay will also present different ways of defining dyslexia and how to approach the pedagogic difficulties that will appear in situations where students with reading- and writing difficulties gets exposed and are in need of special education or help.

    The results of this study can only be connected to those schools that have been studied for this exam. The results can not in any way be generalising for all schools in Sweden. However did the study results show that students that went to school 2 reached higher goals than students that went to school 1 or 3. The study also shows that these schools use different ways to work with students with dyslexia and reading- and writing difficulties. But to compare numbers and grades can’t give a fair picture of how each school work with each student so that they develop those skills and knowledge that is seen as necessary to become a democratic member of the society. Because numbers and grades cant tell anything about the student’s disabilities or what kind of knowledge or skills the student is in possession of. Nevertheless can this study when comparing grades, in the most general way, say that students that go to school 2 are more likely to reach goals that are set by The Swedish National Agency for Education.

  • 9.
    Andersson, Josefin
    Södertörn University, Teacher Education.
    Att osynliggöra det synliga: En studie om normer, könsidentitet och språk2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to explore how well prepared educators at pre-schools are to receive children with another gender identity than their biological gender. The focus for the study lies on the discourses that exist in the pre-school regarding gender norms and how they become visible through the language educators use in the equal treatment plans, that are a part of the pre-schools value works, and in talks between educators.

    My research questions are:

    ·         How does pre-schools describe their work with children with another gender identity than their biological gender?

    ·         Which discourses regarding gender norms does the pre-schools equal treatment plans and group talks with educators show?

    To answer these questions, I have used the analyses of five equal treatment plans and two group talks.

    By analysing the equal treatment plans and the group talks with the four strategies for anti discrimatory education from Kumashiro, by letting the strategies make the discourses visible, I have come to the result that gender identity is made invisible in the pre-schools by the educators. The equal treatment plans contain descriptions of the discrimination grounds but not how the educators work with these in the daily workings with the children, and the educators describe gender instead of gender identity in the group talks. In my discussion and conclusion I reason about the causes for this in relation to previous research about norms around gender and gender identity in pre-schools. 

  • 10.
    Andersson, Ken
    Södertörn University, Teacher Education.
    I ett ombonat rum2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I hope this scientific essay can shed som light over how guilt kan appear at a school, primarily for those working as fritidslärare. Fritidslärare come often in close contact with special needs children.In the story I shall recount a case where I have taken the roll of carer and helping an extroverted pupil through his schoolday. He spends most of his time outside the classrum and is mostly with a special needs teacher. Generally his day is filled with rewards and punishment; methods that I find myself uncomfortable with. On one of these schooldays I find myself giving up on him. I see myself ignoring him, taking out my cell phone while he watches a film on the computer. In this situation I feel guilt. Do I have a bad moral standard or am I just acting in accordance with the situation? The question of how I deal with this guilt and what shape the guilt takes are two of the questions I pose to myself. I have made use of the Algerian author and philosopher Albert Camus and his theory of the absurd and the lack of freedom in our lives and how the absurd always stands in the way of total freedom. If we are aware of its existence then we can live with it and minimize its effect upon us. I will also refer to his novel The Fall (2007) in which the protagonist has long managed to avoid guilt and judgement. He comes to feel discomfort after an incident that he identifies as feelings of guilt. The guilt can be both collective and individual. In my text I shall concentrate on individual guilt. I, as an individual teacher, have my version of the truth whilst those around me have another. What does this imply? I also treat the mechanisms of control within the school that manifest themselves through reward and punishment.

  • 11.
    Andersson, Lars
    Södertörn University College, Lärarutbildningen.
    Skolan som demokratiprojekt2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this thesis is to examine if the school's democracy project is successful. The objective is examined in relation to two specific questions. The first question is whether students, after completing their studies in civics A, understand the relationship between the concepts of human rights and democracy. The second is if the students understood the concepts of practical significance and impact on society and the individual. Variation theory comes from the phenomenographic theories and is central to this work. The approach to learning, in this essay, is a change in how a person experiences, understands or perceives a phenomenon. Variation theory focuses on a learning object and contextualization sees as crucial to how the individual perceives the object.

    The study is based on a quantitative research method in the form of a survey at a secondary school. A number of students may respond to valuation questions about how they perceive democracy and human rights in practical situations. The results are related to curriculum goals.

    The results of the study is not positive in relation to curriculum objectives, where many students respond negatively to questions.

  • 12.
    Arlinder, Robert
    et al.
    Södertörn University, Teacher Education.
    Bundesen Strandberg, Andreas
    Södertörn University, Teacher Education.
    Elevers roller i det sociala samspelet under mellanmålet: Ett möjligt rum för lärandesituationer2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The after-school centresdevelopment has shifted from being a workplace to today's after-school centre as part of elementary school curriculum with a central content and purpose. Research in the field is in terms of conversational styles and roles but is not so much linked to the after-school centre'ssnack time. The present study has been intended to distinguish and exemplify the social interaction that is taking place in the after-school centre's snack time. Focus off interest has been how pupils talk and listen to each other and whether it is possible to discover in the conversation whether the conversation can be linked to school skills. Based on Sociocultural perspective on learning as well as Goffman's dramaturgical perspective as a frame, four recorded and observed conversations at two different after-school centres have been analysedwith an abductive approach. The purpose of this work is to identify the learning situations that occur during the after-school centre's snack, as well as describe how the students talk to each other. The roles that emerged in the result were categorized into five qualitatively distinct roles called; the conversation leader, listener, co-driver, clown and expert. The conversation leader is dependent on both the listener and the co-driver while the other roles are more independent of each other. The learning situations that can be linked to school skills are described in a separate section and are highly dependent on the role of the expert. All results are exemplified by direct quotes from the transcribed material.

  • 13.
    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.

     

  • 14.
    Axelsson, Jenny
    Södertörn University, Teacher Education.
    Behöver barnet verkligen nappen?: En essä om olika förhållningssätt i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is based on a story where you get an eye on pedagogue’s different approaches to the pacifier in preschool. A pedagogues approach towards, for example, the pacifier affects how you choose to act and in the story it is seen that pedagogues can have different approaches to how to act against children´s use of pacifiers in preschool. In the reflection section, I discuss pedagogue’s different approaches to the pacifier and how one´s approach is formed. Discourse ethics has taken a large part in the essay as it can be used as a tool in the discussions between pedagogues when they have different approaches. How can different approaches affect the children and how these approaches can work in relation to power is something that is discussed in the essay. I will also analyse more deeply the power perspective to get an insight on such power that may not be so visible in everyday life, but which is found in all meetings between people. I have interviewed pedagogues in preschool to gain a better insight into how collegial relationships in preschool can be affected by different approaches towards the use of pacifiers, and what pedagogues regard as being important to consider when approaches collide. At the end of the reflection I discuss different performances and discourses about the pacifier in order to get an idea of ​​what can affect the approaches of pedagogues, and to show that it is not always easy to choose an approach when you do not know what is the "best" way.

  • 15.
    Back, Marie
    Södertörn University College, Lärarutbildningen.
    Om du lyssnar på mig kanske jag lär mig något!: En essä om relationers betydelse för barnets lärande på förskolan2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to explore how educators are supposed to prioritize their work at the preschool so that all children are listened to and the conditions necessary for kids to dare to express their feelings and thoughts are in place. How is the relationship important for the child's learning? How do I become a committed educator who knows how to interpret and prioritize my work so it benefits children's learning? I am developing these questions in two parts in my following text. Firstly I am writing about why it is important that we who work as pedagogues meet the child on the child’s own terms. In this part I am discussing security, closeness and distance between child and pedagogue and what that relationship might mean for child development. Then I turn to how to prioritize in order to be the best pedagogue for the benefit of the child's learning. My method is to reflect and question the knowledge I acquired during my work at the preschool. Together with various theories such as related theory, relationship skills and philosopher John Dewey, I have tried to have a discussion. In the text, I use two events from my work that illustrates the problem. With these as a foundation, I am discussing various opposed concept pairs such as control – initiative and their importance to be able to explore my problem of how to interpret the curriculum and prioritize my work. I have come to the conclusion that if we are to meet all people in a democratic and equal way, we ourselves need to some extent adapt to the one we face. The quality of the meeting between teacher and child affects whether the child will dare to express its thoughts and feelings. When teachers assume the child's thoughts and development, we can easily see the curriculum and the child's learning in a holistic perspective. The child finds it easier to learn new things when we as teachers assume the child's own thoughts. The relationship between child and teacher is important for the child's learning. In order to be capable of meeting these goals teachers are required to have an emotional maturity and development and the need to develop throughout life. We educators need to be better able to discuss and raise issues about how we handle our own emotions at work and what skills we need to be able to achieve these objectives. It can help us become a "bubbly enthusiast" who likes to work as a preschool teacher's, and finds the work developing and fun.

  • 16.
    Backlund, Niclas
    Södertörn University, Teacher Education.
    "Varför kom vi olika yrkesgrupper inte så nära varandra som jag hade tänkt mig?": En vetenskaplig essä om fritidslärarens yrkesroll, med fokus på makt, etik och kommunikation.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Jag har i min essä reflekterat och sökt efter vad min yrkesroll som blivande lärare mot fritidshem ska vara och innebära. I samband med detta har jag också funderat över vad min plikt är i en dilemma situation där mitt yrkesuppdrag som fritidslärare ställs mot ett annat delegerat uppdrag i form av resurs till en elev under hela skoldagen. Jag har undersökt problematiken med hjälp av tre olika teoretiska perspektiv: den första är Michels Foucaults teori om makt, det andre är Ronald A Rothams teori om status och den tredje är Immanuel Kants teori om pliktetik.

    I den första delen har jag kommit fram till att skolan är en arena för olika maktstrukturer där resurser fördelas till olika verksamheter där bland annat skolan och fritidshemmet ingår. Jag har också kommit fram till att makten finns i alla relationer på vår arbetsplats och det som har betydelse i hur makten används i relationerna kan vara utbildning och yrkeserfarenhet bland annat. Makten behöver inte heller vara negativ utan kan användas som en produktiv kraft i att skapa kunskap och att skapa motstånd. Med hjälp av Ronald Rothmans teori om status har jag kommit fram till att den tillskrivna statusen, som vilar på en yrkesgrupps föreställningar om en annan, gör gällande att vi fritidspedagoger/fritidslärare ser lärarna som att inte ha någon förståelse för vår verksamhet och att lärarna ser oss fritidspedagoger/fritidslärare som ska hjälpa till klassrummet som en extra resurs. Vad gäller den förvärvade statusen, förutsättningar för arbetet, så menar jag att lärarna har en högre förvärvad status än oss fritidspedagoger/fritidslärare genom att de har legitimation, en högre lön och en längre utbildning exempelvis.  

    I min tredje reflekterande teoretiska del resonerar jag hur Immanuels Kant teori om pliktetik kan hjälpa mig till att förstå vad som är min plikt i mitt dilemma. Jag kommer här fram till att plikten alltid finns där och den förhåller sig till det som är det rätta, och inte alltid det som andra kräver av mig. För mig som yrkesutövande fritidslärare konstaterar jag att detta innebär att jag måste göra min plikt gentemot mitt yrkesuppdrag då det båda gynnar elevernas bästa och verksamhetens bästa. I den sista delen skriver jag en fiktiv berättelse där jag återigen möter läraren Kristina och försöker med språkets hjälp förklara min yrkesroll tydligare nu med en större insikt om den ska innebära.

  • 17.
    Baitar, Rami
    et al.
    Södertörn University College, Lärarutbildningen.
    Carlsson, Hanna
    Södertörn University College, Lärarutbildningen.
    Prövning av ett praktiskt verktyg för att främja likabehandling i skolan2008Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [en]

    The purpose of this study was to examine the laws, govern documents and guiding principals that are available for schools and their work regarding the work against discrimination, insulting and other forms of harassments, and then to form a method for the schools to implement this work in practice.

    The work to counteract discrimination, insult treatment and other forms of harassments should be done both in a short term and a long term. In this paper there is a presentation of a project, a set of lessons that was created and carried out as a trial. The project aims for conscious making among children and students in school regarding norm, deviation, discrimination and power and the fact that equal treatment is hard to achieve. The basic purpose behind the project is to offer a tool to schools and teachers so that they can decrease the possible gap between the laws and the practice of these laws by creating awareness among students and other teachers. The long term work for achieving equal treatment should be done on a political level. But at the same time one must learn to discuss the fact that there are and always will be power orders in school and all of society.

  • 18.
    Barbus, Anna
    Södertörn University, Teacher Education.
    Allas lika rätt att gå i skolan: En essä om inkluderingsprocesser i praktiken2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my scientific essay is to examine how children with special needs should be included in school and after school center and which preconditions i have as a pedagogue to work with this. During my writing process, I have made my own thoughts and experiences visible by reflecting on them, and put them against other educationalists’ thoughts, discussed with other students and looked back through my own work experiences.

    The problem of inclusion is too common in our school and it has been interesting to work with what the literature has to say about the subject, and what experiences colleagues and co-students have had. Through the writing process I have examined the notion of inclusion, especially inclusion concerning children with special needs. The pupils behavioral problems affects classmates and me as a pedagogue at the after school center.

    In my work role in school and at the after school center i face inclusion processes with children with special needs, where my strategies do not work and where my reception does not have any effect. In the inclusionwork at a school, many different knowledge, properties and prerequisites are required in order for the educationalists to make the day bearable for the pupils, which the management has to give them.

    My conclclusion is that there is not one way to interact with people, the interaction needs to be formed individually. Every now and then I meet pupils where the way throught the school systems is not straight forward. To assist every pupil the teamwork among pedagogues key to reach the goal.

  • 19.
    Bengtsson, Emelie
    et al.
    Södertörn University, Teacher Education.
    Ryttersson, Cornelia
    Södertörn University, Teacher Education.
    Tecken som alternativ och kompletterande stöd: En studie om hur förskollärare använder TAKK2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to find out the view preschool teachers have on sign language asalternative and complementary communication (in swedish TAKK stands for tecken somalternativ och kompletterande kommunikation) and how they use it in preschool activities. Tofind this out, we have conducted an inquiry survey and interviewed seven preschool teachers.Based on the material we gathered we will present in four sub-headings that indicate not onlyhow preschool teachers use sign language as alternative and complementary communication in preschool activities but also their thoughts and experience of it. We have used the socio-cultural perspective and Vygotskij, Dewey and Piaget as our theoretical starting points.

    The results of the study show that sign language as alternative and complementarycommunication is a complement to the verbal language and that children learn in socialinteractions. Furthermore, it facilitates when there are more users and also that they remind each other.

  • 20.
    Berglund, Jenny
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Publicly Funded Islamic Education in Europe and the United States2015Report (Refereed)
    Abstract [en]

    Islamic religious education in the United States and Europe has become a subject of intense debate after Muslims raised in the West carried out attacks against their fellow citizens. People worry their governments are doing too little or too much to shape the spiritual beliefs of private citizens. In a new analysis paper, Jenny Berglund explains the differences in publicly funded Islamic education in nine European countries and the United States. 

    Berglund lays out the religious education framework of each country and explains the state policies governing the teaching of Islam in public schools. State involvement, Berglund writes, ranges from sponsoring religious education in public schools to forgoing it entirely. The policies vary according to the national political culture of each country, as well as the historical and religious norms that shape public perceptions and debates over religious education. 

    In Germany and Austria, many public schools teach Islam to Muslims as a subject within a broader religious curriculum in which parents can choose their students’ religious courses. In the United Kingdom and Sweden, public schools teach Islam as an academic subject, and train teachers through comparative religious studies departments in universities. French and U.S. public schools do not teach religion, although students can lean about Islam in subjects such as art, history, or literature.

    Despite the diversity of these approaches, Berglund notes three good practices that apply across the board:

    1. Establishing rigorous academic standards of training for teachers of religious education courses.
    2. Providing factual textbooks informed by academic scholarship, both for Islamic religious education and non-confessional school subjects that teach about Islam. 
    3. Building upon current curricular and pedagological best practices through international exchange and dialogue of scholars.

    By adopting these practices, Berglund argues, governments can further their citizens’ knowledge of important aspects of the human experience and promote inclusive citizenship and respect.

  • 21.
    Bergström, Malin
    Södertörn University College, Lärarutbildningen.
    Elevråd: Elevrådsarbete i två skolor2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The purpose of this thesis is to determine whether the student councils at two schools really have the power to influence, or if it is a matter of mock democracy. I wanted to determine how the student councils work in reality. I conducted my investigation through personal and qualitative interviews with the board of the student council, a social studies teacher and the principle/school management at both schools. After the interviews I compared an analysed my findings. The results show that the two schools work very differently when it comes to studentdemocracy, and even have very different levels of ambition when it comes to the degree of influence that the student council should have at their respective schools. Still, in reality the council at both schools function much the same. They are not fully functional and don’t manage to accomplish much, other than basic things like what the school should look like or which shirts the council should have. My opinion is that there seems be some extent of mock democracy at one of the schools, but that at the same timed there is the need to further examine and determine what studentdemocracy really means today, and should mean in the future, in the context of student councils. Otherwise the schools will never have a fully functional student council.

  • 22.
    Biberg, Madeleine
    et al.
    Södertörn University, Teacher Education. 840602.
    Hashimoto, Sophie
    Södertörn University, Teacher Education. 751031.
    ”Djungelns lag i stora barngrupper”: En kvalitativ studie om anknytningens betydelse för de yngre barnens trygghet på förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose

    The purpose of the study was to examine the educator’s thoughts and experiences regarding the term “attachment”. Similarly, we wanted to find out what strategies educators use to create comfortable and secure relationships for the younger children within the large groups of children. According to this purpose, we have formulated the following questions:

    • What experience has educators in working with large groups of children?
    • How do educators perceive the term attachment in relation to the younger children in preschool?
    • Which known strategies the educators use to ensure the younger children’s security within the larger group?

    Method

    We have, with a qualitative method, interviewed six educators at three preschools in different municipalities. As a complement to the collected data, we made observations at two of the preschools. Our greatest focus and importance have been on the empirical evidence from the interviews conducted.

    Theory

    In our study we have taken the support of Bowlby's “attachment theory” which highlights the importance of close emotional relationships and we also used current research in the field. We have chosen to assume only this theory because we believe that it corresponds to the study's main purpose, namely children's secure attachment.

    Results

    From an attachment theory perspective that emphasize the importance of close and emotional relationships for the individual child's development and comfort, one of our results indicates that large groups of children complicate the educators ability to meet the individual child's needs on a daily basis. Based on the interview material it became clear that all educators agree on the importance of being a calm and present educator in the attachment work with younger children. Our results indicate that strategies such as dividing large groups in to smaller ones, as well as a structured working team, are important factors in order to tie in with all children within the larger groups. Most educators emphasize that an inspiring environment that raises the child's curiosity and exploration, promotes the child´s sense of security at the preschool.

  • 23.
    Birksjö, David
    Södertörn University, School of Social Sciences, Business Studies.
    Undervisningsdebuten – som man frågar gråter svaren2014In: Att lära en företagsekonom att tänka / [ed] Jonna Hjertström Lappalainen, Ann-Sofie Köping Olsson & Tommy Larsson Segerlind, Huddinge: Södertörns högskola , 2014, p. 57-69Chapter in book (Other academic)
  • 24.
    Bjerstedt, Kristin
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Är det ens möjligt?: En essä om lika villkor i förskolan.2017Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    This essay starts with a story about the children Anna and Martin. The story depicts how children can end up in different contexts and provide different conditions in the same preschool depending on what child perspective and ability to adhere to the individual child's needs as the work team and the leading preschool teacher. This difference is highlighted and discussed from an equality perspective that emerges in three research questions: How do the principal and preschoolers interpret the concept of equivalent conditions? How do the principal and the various preschool organizations work to create kindergartens that work for the best of the children and for equal conditions for the children? How do preschool teachers work with this issue in the business?

    A minor qualitative study has been conducted through interviews with a representative from the principal (municipality), a preschool manager, and two preschool teachers. The purpose has been to seek answers to these questions as well as to give a perspective on the story of Anna and Martin.

    After reflection and analysis of the informants' responses and by studying what current research says on the subject, it has been found that equivalent terms are a term that contains many factors. This includes skills, education, and financial resources. A key factor that clearly shows that children are offered equal terms is the ability of the teacher to apply practical knowledge. The pedagogue must be able to establish close relationships with the child and respond to the needs of the child. A skill that some have more of than others.

    However, the social debate and the informants answer that in the development work at preschools, this issue is not prioritized. Instead, the focus is on an increased requirement for learning goals in traditional subjects. The concept of conceptualization is lifted due to the increased demand for learning and the question of what knowledge is essential to lead a rich life. Can there be other values that are more important as the technology society offers tools that make some subjects unnecessary?

    An analysis based on Bronfenbrenner's ecological system theory shows that the debate about increased learning brings impact from social debate and trends to the activities where it meets the child. However, the impact is perceived to be greater from trend to government and from government to principal but weakened as it comes to preschools and educators in the business. A clearer goal picture and training and support efforts are demanded for both active educators and preschool leaders, but also a salutogenic approach, instead of focusing on shortcomings, building on what's positive and creating upward energy spirals. Networking and educational guidance are seen as effective tools for development processes and the focus should be on supporting the development of educators' relationship-building abilities as well as how the children's individual needs are met.

  • 25.
    Björk-Lindberg, Nicolas
    Södertörn University, Teacher Education.
    Kalla vindar: En vetenskaplig essä berörande demokrati, etik och ledarskap i skolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 26.
    Björkum, Emma
    Södertörn University, School of Culture and Education, Teacher Education.
    ”Å ena sidan, så är vi helt oumbärliga, å andra sidan så behöver vi ingenting”: En kvalitativ studie av hur fritidspedagoger upplever att deras yrkesroll påverkats av att fritidshemmet blivit en del av skolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the early nineties leisure-time pedagogic establishments moved in to school. The aim of the study is to try to find out how leisure-time pedagogues, who have been working for a long time, experience the moving of their establishment in to school and how this affect their practical work and their profession.

    The study is based on interviewes with four leisure-time pedagogues, who all have been working before—and therefore have experienced the time before—during and after their establishment moved in to school.

    These interviewes were recorded and later fully transcribed in preparation of analysis. Data was analysed with the help of the sociology of Pierre Bourdieu as a basis. Findings of the study suggest that the leisure-time pedagogues find it positive to be able to cooperate with teachers and other professional groups working in school, they explain how it enabels themselves to see pupils from a different angle and for others working in school to see pupils from a leisure-time pedagogue angle.

    Some of the pedagogues explain that they find it hard to work with big groups of pupils, or in small surfaces, which they did not have to do before their establishment moved into school. They also mean that this counteract the aims and guidelines of what school should offer the pupils in forms of education, security and social development.

    Findings of the study also suggest that the leisure-time pedagogues experiences their profession to be subordinated teachers. How well the pedagogues experience cooperation with teachers seems to be connected with how they experience their own profession’s status in relation to school leaders and teachers in their workplace.

    In conclusion the pedagogues’ work and profession is highly influenced by their new context, which is differently experienced depending on the status of the profession in the specific sociological field, how big groups of pupils they work with, how small the surfaces which they work within are and the practical work of the pedagogue.

  • 27.
    Blomqvist, Petra
    Södertörn University College, Lärarutbildningen.
    Barn med koncentrationssvårigheter: Om förhållningssätt och bemötande2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Concentration problems have been discussed from a variety of angles and have been problemized in different ways. One approach is to place the major part of the problem on the child independent of its environment. The terms used as an explanatory model are “attention disorder, impulsiveness, difficulty at finding suitable activity levels, difficulty in understanding rules and instructions” (Kadesjö 2007). Others place the root of the problem in the environment prevalent at pre-school and school. In this case the prevailing arguments are aimed at the pedagogical environment and the organisation of time and space (Nordin-Hultman 2005). My experience is that independent of reasons these children struggle, but often feel quite inadequate.

    The aim of this study is to examine how special pedagogues argue and problemize the concept of concentration difficulties. I also want to examine if there is anyway to reason and act in a way which will aid children with concentration difficulties, what that work would be and how a pedagogue can be a resource.

    The main result of my study is that the concentration problems found among the individuals I examined are relatively common in pre-school and school. The results regarding attitude and pedagogical methods can be summarized by the concept that pedagogical methods should be adapted to the individual.

  • 28.
    Blomqvist, Stefan
    Södertörn University College, School of Culture and Communication.
    Kunskapssyn och lärande i estetiska lärprocesser och waldorpedagogik2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 29.
    Borgbrant, Daniel
    Södertörn University, Teacher Education.
    Konflikthantering på fritidshemmet: elev- och pedagogperspektiv2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    At the after-school center, at which I’ve been working for about twenty years, I have noticed different kinds of conflicts. There are conflicts during both indoor and outdoor activities. Lately I’ve been thinking about both why these conflicts occur and how the conflicts are solved in a way that’s developing both the pupils and pedagogues. In this study, I’m looking for answers to four questions:

    • What conflicts occur during breaks and at after-school center?
    • What thoughts do the pupils have regarding conflicts they have observed at the after-school centers or breaks?
    • How do the pedagogues perceive the pupils’ thoughts about conflicts?
    • How do the pupils and the pedagogues make use of possibilities created by the conflicts?

    To get answers about what kind of conflicts that occur (question 1), I made observations at two centers. In total, there were six observations, twenty minutes each. During these observations, I made a protocol of six incidents. The conflicts I have observed are mostly between two pupils and have elements of both verbal and physical activity.

    With these events as a starting point I made five group interviews in total at the two after-school centers. At every group interview three pupils attended. The purpose was to hear the pupils’ reflections regarding the observed conflicts and how the conflicts can be made useful (questions 2 and 4). In their answers the pupils showed that they had reflected regarding the six types of conflicts at different ways. Some pupils stated that all events are frequently occurring at the after-school center.

    The reasons can be that a pupil wants to reach his/ her goals, for example get first in line, win the soccer game or get away when he/ she get tagged at playing dabbed. Then you push yourself ahead or tackle others. At playing dabbed the pupils find several reasons why they are not dabbed even though they know they are dabbed. Another goal that the pupils strive to reach is to get their will through. For example, by moaning to get to play alone with your best friend or show yourself strong by hitting others with sticks (even if it means that the one that is beaten gets sad or angry). It also revealed that pupils run or walk away at fights or go to the teacher to get help.

    The third part of the study is individual interviews with four pedagogues, two at respectively after-school center. The purpose was to hear their point of view about the pupils’ reflections of the observed conflicts and their opinions on how the conflicts can contribute to the development of the pupils (question 3 and 4).

    The pedagogues say that the pupils have many good ideas about how they can solve conflicts, both alone and with the help of the pedagogues, in a good way. The pedagogues regard the six events as tangible situations that can be useful regarding conflict handling and at creating proactive activities. One conclusion is that the pedagogues view the conflicts as a learning process contributing to the pupils’ development and rarely as a problem. Another conclusion is that the pedagogues try to get the pupils to solve the conflicts by themselves, but to be nearby if the conflicts cannot be solved.

    The pupils mean that during a conflict you can together decide upon a solution. Maybe a compromise is possible for solving the conflict so that the work or play can be continued. Frequently occurring proposals from the pupils, at the interviews, are to offer different kinds of activities either to solve the conflict or to learn from the conflict. Examples are to show empathy, suggest cooperation, support the one that is hurt, pull away in order to not enhance the conflict and to intervene when the conflicts are violent. These actions the pedagogues can follow up afterwards to proactively obstruct new conflicts. One conclusion is that the presence of a pedagogue is of importance to minimize the conflicts between pupils.

  • 30.
    Broman, Lovisa
    et al.
    Södertörn University, Teacher Education.
    Holmlund, Karin
    Södertörn University, Teacher Education.
    Anknytning som ett gummiband: En essä om anknytningens betydelse under barnets introduktion i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay will treat a common subject within the preschool environment, the introductions of new children and parents. Throughout the introduction, teachers must relate to the new family to try and achieve a connection/attachment and provide security. The starting point is two self-perceived dilemmas where the teachers describe two different introductions. One introduction goes on for a longer period. The child does not want to let go of its parent and is sad as soon as the parent tries to leave it. The second introduction goes fast, children and parents are expressing happiness. The teachers at the preschool nevertheless are concernedwhen the child is perceived boundless as it runs between activities, other children and their parents. The purpose of this essay is to investigate how different connection patterns and prerequisites can affect the introduction of new families to the preschool environment. It will also examine the experience of the teacher or teachers, and the importance of good cooperation between the teachers. The preschool's environment and organisation will also be investigated and the role it plays in the introduction of the child and also for allowing the teachers to carry out a good introduction. This will be done through three questions, which are: How can we, as teachers, meet Pelle and Alma's different needs? What are the prerequisites and conditions needed for a good introduction? What psychological phenomena are relevant to the introduction? By using different concepts such as affect theory, mirroring, safe base, safe heaven and connection/attachment, this essay can approach these issues. Essen's main task is to provide teachers, regardless of experience, with different perspectives on the introduction and how these can be applied to new families. The essay describes the progression of the connection/attachment theory with different levels of connection. Safe base and safe heaven are different ways to see how a connection/attachment works between the child and the parent, as that is where the first connection/attachment is established. During the work, the focus on the children and parents has become more nuanced and the role of teachers is increasingly critical. Through literature studies and discussions in the tutoring group at school and with colleagues, we have gained a greater understanding of all parties involved in the introduction to preschool. An important conclusion we found is that connection/attachment, regardless of who cannot be accelerated. It must grow through trust and confidence.

  • 31.
    Burgman, Robert
    et al.
    Södertörn University College, Lärarutbildningen.
    Makrigianni, Marika
    Södertörn University College, Lärarutbildningen.
    Att leda utan leda: En studie av ledarskap i klassrummet2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    In Sweden the latest curriculum, Lpo 94 was released in 1994. This document revolutionized the teaching profession. The school system was changed from a governmental control into a communal control. The earlier curriculums were controlled by rules; Lpo 94 is controlled by aims. This has led to a big spectrum of teaching styles which all of them agrees with the Lpo 94.

    Our purpose with this report is to illustrate two different leadershipstyles regarding the subject Swedish. We also want to illustrate how the individual teacher motivates their choice of leadership.

    The report takes place in three questions at issue:

    · What teaching style agrees best with the Lpo 94?

    · How do the two teachers understand their leadership styles?

    · What are the pupils’ opinions of the leadership styles?

    Our final conclusion is that the pupils prefer the traditional teacher who dictates the terms in the classroom, teaching as well as work procedures. However, the curriculum is relatively modern and the school as an institution has not been able to catch up with the Lpo 94.

  • 32.
    Bygde, Emil
    Södertörn University, Teacher Education.
    IKT i hemmet: Studie i användning av digitala verktyg under fritiden2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine how students in third grade use ICT equipment intheir home environment, and if there are any correlations between their usage and the nationalpolicy documents, including the planned revision of those documents planned for 2017. Furthermore will potential differences between individual students ICT usage, and their teachers perception of said use be highlighted. The methods used for this study will be both quantitative and qualitative, where a quantitative survey taken by two classes in third gradefrom different schools is used to poll ICT usage. A qualitative interview with both classesteacher is also performed to highlight their perspective on ICT and their students use of it. The conclusion of the study shows that there are differences between how both students as individuals and classes as micro cultures use ICT, and that the teachers have a superficially correct perception of their individual classes. The study highlights that the ICT activities that the students claim to participate in during their leisure time have practical connections to the national policy documents, but that different activities have different connections. The study also shows that said micro cultures affects how the different classes use ICT as groups and by doing so, also affects the classes competency, within ICT as well as traditional school subjects.

  • 33.
    Caballero Rivero, Juan Carlos
    Södertörn University College, Lärarutbildningen.
    Mörk eller ljus framtid: En undersökning om matematiksvårigheter i skolan med fokus på elever med utländskbakgrund.2006Student thesis
    Abstract [en]

    Integration of students before national tests in mathematics in class 9 is the central issue for my work. I focus on the students who are considered to be weak in the subject and therefore are being given education with help of a special book or in small groups beside their normal attendance in a normal class. As students with foreign background usually dominate this group of students, I also bring up the problems for the school to create an education form and education environment in its task to obtain a school for all.

    The aim with the investigation is to obtain a real vision of what view/philosophy that school and teachers have in the work to integrate all students in the education and give them an equal education. Most of the part I have utilized the social constructive theory in order to investigate the opinions of school personnel regarding general “Language difficulties”, “Language difficulties in mathematics” and “Mathematics difficulties”. My conclusions are that the school has a bad comprehension about the school difficulties as they only relate difficulties (in this case “Language difficulties”, “Language difficulties in mathematics” and “Mathematics difficulties”) to the absolute view of school difficulties (i.e. the characteristics of students). This bad comprehension/uncompleted vision of school difficulties result in that the students with difficulties in mathematics (especially the students with foreign background) are not being integrated into the education.

    Students who are moved into small groups due to disablement problems or due to social problems are not being part of my study.

  • 34.
    Carlsson, Kajsa
    Södertörn University College, Lärarutbildningen.
    Same, same, or different? A comparative study of guided tours about evolution: Are fossils interpreted the same way in South Africa as they are in Sweden?2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Sweden and South Africa are two quite different countries, but they share the will to educate their people. The museum is an institution of learning and an opportunity to learn something more and something else than in the classroom. Thus the museums have an important educational task to fulfil. Various visitors may understand an exhibition at a museum differently since they have different references, culture, ethnicity and socioeconomic background.

    Evolution may be a delicate subject to exhibit due to the visitors various religious beliefs. This may be a difficult challenge for museums of natural history. The aim of this study is to compare how the guides at museums of natural history in the two countries are presenting evolution, the genesis of life and humankind during the guided tours.

    The method is participating observation, and the theoretical framework is based on theories about ethnicity and multicultural and intercultural education. Since all three museums depend on the same science and fossils, the conclusion is that they are less different than expected.

     

  • 35.
    Carmstad Hofmeijer, Malin
    et al.
    Södertörn University, Teacher Education.
    Ekholm, Jessica
    Södertörn University, Teacher Education.
    "Jag blir ju mycket mer intressant om jag rör mig": Hur pedagoger med kroppsspråket engagerar barnen under samlingssituationer i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to increase the understanding of how pedagogues use of body language can contribute to evoke and maintain the children’s interest during gatherings in preschool. We want to find out how the participating pedagogues use their own body language during gatherings and what they think about their own use of body language as a communicative tool. Since it has been shown that the body language has a huge role in human communication we insinuate that the pedagogues own conception and awareness about their body language is of importance. We hope and believe that this paper will broaden the awareness of body language use in preschool and that the pedagogues that participate in this search and/or read this paper will think about their own use of body language. Based on this study’s purpose, the following questions has been formulated:

    • How do pedagogues in preschool use their body language during gatherings?
    • What do the pedagogues think about the body language as a communicative tool?
    • How aware are the pedagogues about their own use of body language?
    • What significance can the body language have to evoke and maintain the children’s interest?
  • 36.
    Delalic Stojiljkovic, Diana
    Södertörn University, Lärarutbildningen.
    Frilekens betydelse för barn i förskolan: En kvalitativ studie av några pedagogers syn på den fria lekens betydelse för barns lärande2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to increase knowledge and understanding of free play or free fun time importance for children of age around five years in preschool, in order to promote children’s development and learning. The focus was on exploring and better understanding of teacher’s and educators’ approach to the free fun play time as a tool in their educational work, and also about their own role in this context as well as analyzing of forms, rules and structures spontaneously created by groups of children having free play fun time. Another important moment of this study was to give more light on approaches to this issue in education theories by Piaget, Vygotsky and Freud among others.

    As to the practical experimental part of the study it has been performed at a preschool and kindergarten in a suburb at the outskirts of Stockholm, with four employed educators there and with groups of children of age around five. The main methods used were interviews with teachers and observation of the children during their free fun play time.  

    To summarize the most significant conclusions on the educators approach to the free fun play time it can be mentioned that some of them use the free fun play as educational tools for learning, they see upon that as a part of established education. Some approach the free play time as an important and necessary ingredient of children school time, but not as an official educational activity and method. All are positive to the free play time in the way that it contributes to children’s social competence, to development of their language skills and to their emotional and psychological development. They look upon their own role in this context of the free play fun time as inspiration giving, leading and regulating.

  • 37.
    Demirel, Fonda
    Södertörn University College, Lärarutbildningen.
    Vägen mot kunskapsmålen: Ur ett lärar och elevperspektiv2009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate teachers 'and students' understanding of why students finish school with incomplete scores and which resources they consider necessary for students to accomplish the goals that are set for the students. Owing to the reuse of pupils and teachers' experiences, this study will highlight significant qualitative aspects of work with students who finish school with incomplete high school grades. Hopefully, will this study be a support and information base in secondary school.

    The material forming the basis for the report's theoretical assumptions and the basic assumption is based on Lev Vygotsky sociocultural perspective on learning that Olga Dysthe discuss and develop further in his book, Dialog, samspel och lärande.  The present work is based on qualitative research method. I selected this research method because I am interested in getting an understanding of the importance and significance of this research The study applied a qualitative interview format.

    As a result of the investigation as it has appeared that students difficulties to achieve the goals,depends on several factors, mostly on the student's socio-economic and psychosocial situation they live in. The life situation of the students determines the learning and knowledge process and how they reach their goals. The study concludes that a better synergy between the various stages need to be improved, the necessary resources, teachers need to understand the course objectives and then enlighten them to the students. As a final point, more explicit syllabus is needed owing to the easiness of being interpretable. Having more straightforward syllabus, unfair judgment will be prevented.

     

  • 38.
    Dijana, Matic
    et al.
    Södertörn University, Teacher Education.
    Pamela, Acevedo
    Södertörn University, Teacher Education.
    Det ska vara roligt på förskolan!: En kvalitativ studie om fyra förskollärares tankar och förhållningssätt kring barns inflytande2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study examines how preschool teachers are working together with the children, and how much the children actually influence the work. In order to examine this, a qualitative study has been made, examining four preschool teachers thought and attitudes towards children's influence in some of the most important parts of their daily work. The study examines how preschool teachers are working with the children's influence in early childhood education. This is also the main purpose of the study.

    The questions made in the study to answer the main purpose are:

    • What does the preschool teacher think of the term democracy in general?
    • What do preschool teachers think about children's influence and how do they work practically with this in their daily work?
    • How does the preschool curriculum define children's influence?
    • To what extent does children's influence get limited in the daily work?

    The study has used previous research about children's influence in preschool andalso uses the preschool curriculum and the CRC. It shows that the participating preschool teachers working with children's influence within the various parts of preschool activities do so by taking advantage of the children's interests and opinions. At the same time, there may be situations where the children are not given as much influence. The study also shows that teachers assume the perspective of children and child perspective.

  • 39.
    Donsante, Kristin
    Södertörn University College, Lärarutbildningen.
    Hassan köper mat: En text- och bildanalys av läromedel i svenska som andraspråk2005Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Undersökningens syfte är att analysera hur Sverige, svensken och invandraren presenteras i läromedel i svenska som andraspråk. Dessa läroböcker är för många vuxna invandrare en dörr som leder till livet i Sverige då böckerna inte bara ger information om språket utan också om svenska traditioner, levnadssätt och hur man klarar sig i samhället.

    I resultatet framgår att läroböckerna ibland presenterar en stereotyp bild av landet Sverige och dess invånare. En del stereotyper kan anses vara positiva men en del är relativt negativa vilket ger ett dystert intryck. Vissa generaliseringar förekommer också vilket kan vara ett problem då läsaren, d.v.s. invandraren får en skev och vinklad bild av verkligheten.

  • 40.
    Ekeroth, Veronica
    Södertörn University College, Lärarutbildningen.
    Skolans organisering och pedagogiska arbete med svenska som andraspråk: ur ett lärarperspektiv2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Research has shown that students with another mother tongue than Swedish terminate elementary school with lower grades in all subjects, compared to students having Swedish as a mother tongue. This fact justifies further research on the forms of teaching Swedish as a second language. Attention has been given to the fact that the students with another mother tongue than Swedish have to cope with "dual learning". Parallel to the learning of a second language they need to obtain knowledge in all other subjects. The purpose of this thesis is to investigate how the School organise the work with students having another mother tongue than Swedish, and to find out how teachers in other subjects solve the problem of having students that struggle with "dual learning". The questions I will be answering in this paper is:

    1. How do the school organise the teaching of students having Swedish as second language (SVA-students), when in comes to improving language skills and obtaining knowledge?
    2. How has this particular organisation affected the work of teachers in other subjects?
    3. Which are the advantages and disadvantages of this form to organise the work and teaching, according to the teachers involved?

    The method used in the investigation is "qualitative deep interviews". The theoretical points of departure are Haug’s concepts of "excluding integration" and "including integration". In this analysis I have furthermore used organisational theories like "the learning of organisations" and the "learning cycle" from Kolb. In the didactical analysis I have used "theories of writing" from various authors and "theories of language" from Vygotskij.

    The result of the investigation shows that the investigated school gone from "excluding integration" to "including integration". Nowadays the responsibility for SVA-students are distributed among all teachers in the school, implying a substantial changes in the role of teachers. The role of the SVA-teachers has also developed simultaneously into something which could be described as tutor or mentor to teachers of the other subjects. The positive and clear response from the school management to these initiatives has also been of great significance. In this process the book "Schaffholding Language – Schaffholding Learning" of Pauline Gibbon has played an important role and has lead to the continuous training and development of methods at the school.

  • 41.
    Elia, Moreen
    Södertörn University, Lärarutbildningen.
    Ledarskap och ledarstilar i klassrummet: Lärarens upplevelse av sin egen ledarstil: demokratisk eller auktoritär?2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim is to examine teachers own experiences of leadership, leadership styles and what good leadership is and to find out how teacher leadership can influence students according to teachers.

     My questions are: 

    • How do teachers evaluate leadership and their own leadership styles?
    • What is good leadership according to teachers?
    • How can the teachers leadership styles affect students in the classroom according to teachers?

    The method used is a qualitative method based on interviews with five teachers. The reason why I have chosen a qualitative research method is that I believe that this method can give me better results by understanding the world from the interviewees’ point of view.

    I have come to the conclusion that the interviewed teachers believe that leadership and management style play a large role in the teacher's profession and that the teacher's leadership style in the classroom democratic or authoritarian have a major impact on students. The teacher should consider his management and find some sort of balance by exercising both democratic and authoritarian leadership style and adapt it to the situation. And In terms of results regarding good leadership of the interviewed teachers, I can say that good leadership is largely about good relationships between teachers and students and that a teacher can become accepted as leader by winning students confidence.

  • 42.
    Eriksson, Anneli
    Södertörn University College, Lärarutbildningen.
    Elevers tillämpning av källkritik på Internet2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper, called Pupils' practice of source criticism on the Internet, is investigating pupils’ use of source criticism. The main research question was: how much knowledge pupils from an upper secondary class have about the use of source criticism, regarding examining data from the Internet intended for assignments. Furthermore, developing a suitable method to investigate this was included. The main research question led to further sub questions that aimed to answer to what extent pupils consider source critique criteria as sender, aim, up-to-dateness, credibility and dependence.

    The study has been conducted by using mixed methods, both qualitative and quantitative methods. The qualitative research consisted of analysing the Internet sources pupils had stated they used in their assignments. The paper’s theoretic starting points, regarding source critique criteria, lay ground for the analysis model applied. The quantitative method was conducted through the help of questionnaires amongst pupils, which gave insight to how pupils think about the choice of Internet sources they intended to use in their assignments.

    The conclusion is that pupils have knowledge about source criticism to a certain extent, as some source critique criteria get large attention and other important criteria is not enough considered. The method for investigating this has worked well, but since this is a first attempt there are room for some modifications.

  • 43.
    Eriksson, Liselotte
    Södertörn University College, Lärarutbildningen.
    Individuell utvecklingsplan - produkt eller process?: En kvalitativ intervjustudie av hur fem lärare för de yngre åldrarna använder IUP2009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The intention of this study is to interview teachers in order to create a picture of how they look at their work with IUP (Plan of individual development). The main question formulated in my study is in what way IUP can become a contribution to the learner´s development. All teachers who participated in the interviews believe that the purpose of the document is to be proactive, developing and positive for the pupils. The teachers also believe that it is intended to serve as a clarification for pupils as well as teachers. It´s clear to see that the IUP generally is believed to be a supportive resource in education. The results of the interviews, however, show that the document does not in any significant way function as a support to the pupils and their learning during the term.  Most of the attention is put into the meeting between teacher, parents and pupil (“utvecklingssamtal”) held once per term, in which the individual plan also is set up.

    A variety of reasons contribute to the fact that the majority of the responding teachers do not enable the pupils themselves to use the document on a regular basis in everyday work. Only one of the participating teachers stated that she actively encouraged pupils to use their IUP on a continual basis during their school day.

    In the other cases the IUP was filed and often kept locked up while the pupil and the parents kept a copy at home. However, the pupils are involved in the establishing of the IUP and are given a good opportunity to take part in formulating its goals, based on their capacities. The pupil´s own wording is important to make him or her feel that the IUP is fit for them.

    There were different statements about how much and how often the teachers participate in discussing the work of IUP with colleagues. One conclusion is that there was, in most of the cases, a will to create a common interpretation in order to get more out of the document.

  • 44.
    Ersholt, Maria
    Södertörn University College, Lärarutbildningen.
    Fritidspedagogers syn på samarbetet med skolan: En fallstudie kring tre fritidspedagogers syn på samarbetet med klasslärarna2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a case study where the purpose is to examine three youth workers view of the cooperation with the classroom teachers.

    This study was conducted through qualitative interviews, which are usually used when one wants to interpret or explain something. Unlike quantitative interviews, which are used when one is trying to measure something. I have used semi-structured interviews when I tried to answer my questions. My results showed that the three different informants collaborated with the school and classroom teachers in different ways, one of them had no scheduled time to plan with classroom teachers, while the other two had. Two of the informants worked in class during the mornings basically every day, the third one were in class for a few lessons. All informants claim that collaboration with classroom teachers function well, yet they all indicate that they do not actually think that collaboration works well. All informants pointed out that cooperation takes place on school conditions.

  • 45.
    Esber, Magie
    Södertörn University, Lärarutbildningen.
    Fritidspedagogens syn på samverkan med lärarna2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I have in my thesis examined what a leisure pedagogue does in school. I have asked the questions how it is with interaction between leisure pedagogues and teachers according to policy documents and according to the interviews I did with three professionals. In the literature part I began by describing the historical background to the after-school and leisure pedagogue profession until the new teacher education in 2011th.  My theory section, in previous research and theory, focuses on interaction between leisure pedagogue and teacher. In the research part I describe the interviews I did with three leisure pedagogue on three separate occasions. The results show that there are variations in the profession and that the interaction takes place if the teacher and the principal want. Also that reality is not as it is written in all policy documents. In my conclusion and discussion I talk about the leisure pedagogue’s competence, interaction and life skills for a discussion on how it looks according to the leisure pedagogues I interviewed, but also based on previous literature that I have also mentioned. I am here writing about the answer to my questions that I partly have been able to answer based on my investigation.

  • 46.
    Evensen, Per-David
    Södertörn University, Teacher Education.
    Barns tankar om konflikter på fritidshemmet med fokus på genus och normer2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper examines, through 13 interviews with children in grades 1 to 3, children’s views on conflicts and friendship. This work has been conducted to capture the view of the child with the specific aim to also discover underlying norms and gender values. The curriculum of the Swedish primary school prescribes an approach that is equal to every child and educationalists generally wish to treat children equally. Despite this, the reality described by current research do not see this equality materialize.

     

    In the material of the study a clear difference can be found in how boys and girls respond. Girls can to a significantly greater extent reason and express themselves around the subject of conflicts than boys. In addition girls tend to have a greater capacity to resolve conflicts themselves than boys, who generally are more dependent on assistance from a teacher in conflict resolution. This pattern is consistent with the differences in expectations between boys and girls that research often see adults expressing. Furthermore these children express a view of the educationalist as a problem solver who is expected to provide a ready answer.

     

    Overall the children seek friends who are kind and who are there in times of need. The children define friendship as positive and approach based while the impression is that the adult world rather rely on rules.

     

    Keywords: child perspective, conflict, gender, norms, friendship

  • 47.
    Forninge, Lill
    Södertörn University, Teacher Education.
    "Hur många barn kan delta för att det ska kännas kvalitativt": är integreringen av ipad på läsvilan ett verktyg för läsutvecklingen hos 4-5 åringar?2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate if the integration of ipad as a tool can promote children´s reading development with focus on whether the ipad as a tool for reading aloud to 4-5 yers old can serve the cause. Iused a case study with semi structured interviews and observations.But in order to avoid a staged situation during observation i chose to look at reading aloud at naptome as it is a situation that happen daily.

    The result of this study points out that the ipad can be a tool for reading development when reading aloud as interaction between children-children and educator-children occurs. All education in the study seemed to have the purpose of using the ipads at naptime but nobody seemed to have really reflected on their purpose since the old tradition of resting at naptime was lingering. They are heading into a world of change.

  • 48.
    Forslin Aronsson, Åsa
    Södertörn University College, Lärarutbildningen.
    Alternativa metoder: Att lära sig naturvetenskapliga ämnen på icke-traditionella sätt2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I dagens samhälle är det nästan nödvändigt med kunskaper inom naturvetenskap, matematik och teknik för att kunna hänga med i samhällslivet. Det krävs kunskaper för att kunna delta i samhällsbeslut som handlar om forskning, hälsa, miljö, teknik och miljö och många yrken kräver att man har djupa kunskaper om naturvetenskap.  Samtidigt kommer allt fler rapporter om att intresset för dessa ämnen minskar hos barn och ungdomar. Det blir ett glapp mellan vad samhället kräver och vad skolan utbildar för.

    Syftet med den här undersökningen är att undersöka olika alternativa metoder som lärare kan använda vid undervisning av naturvetenskapliga ämnen för att skapa ett ökat intresse för dessa ämnen. 

    Undersökningen utfördes genom kvalitativa djupintervjuer med två erfarna pedagoger som undervisat inom dessa ämnen på grundskola och gymnasium. Resultatet visar att de två lärarna blandar många olika modeller att de anpassar dem efter vilken klass eller grupp de jobbar med. Viktigt för dem är att själva känna nyfikenhet och inspiration för det de gör för då kan de förmedla det engagemanget till sina elever . De har av erfarenhet märkt att en variation av metoder ökar chansen att alla elever ska lära sig och få ett intresse för naturvetenskap.

  • 49.
    Fredholm, Jenny
    Södertörn University College, Lärarutbildningen.
    Elever med läs- och skrivsvårigheter/dyslexi: En kvalitativ studie i förskolan och i grundskolans tidigare år2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This work concerns children with reading- and writing difficulties/dyslexia. My purpose is to investigate the practical experience of teachers as well as their everyday work with these children.

    My questions are:

    • How do teachers work with children aged 4-9 who have reading- and writing difficulties/dyslexia?
    • Which various teaching aids exist for children who have reading- and writing difficulties/dyslexia?
    • Which subjects are affected by reading- and writing difficulties/dyslexia?

    To answer the above questions I have used the qualitative method. I have performed interviews and observations. Previous research has shown that reading- and writing difficulties/dyslexia is one of our most common disabilities. It is present in all classes. There is also a discussion if reading- and writing difficulties and dyslexia are the same thing or not. Early support is important for children with reading- and writing difficulties/dyslexia. My conclusion is that the educating system does many things to help children with reading- and writing difficulties/dyslexia by the use of supporting methods, teaching aids, special educators, attitude, motivation and cooperation with parents. Examples of teaching aids are computer software and speech synthesis. Finally I have seen that reading- and writing difficulties/dyslexia actually do affect all subjects.

  • 50.
    Fredmark, Magdalena
    Södertörn University College, Lärarutbildningen.
    Läraren som ledare: en intervjustudie av sex lärares syn på sin ledarroll i klassrummet2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    In my essay I have examined how teachers look upon their role as leader in the classroom. I have interviewed six teachers, senior level ones and teachers from the upper secondary school, about how they look upon tasks that involve planning, control, motivation, groups, and individuals. Based on their answers, I have analyzed if there is anything that can be related to a common leader competence within their profession and, in that case, how it will appear.

    The result that I have found has been that it exists a common leadership style that teachers are more or less conscious of. The teachers decide on what level the classes or the pupils are and

    after that decision they plan their education. The leadership in the classroom can be of different kinds depending on the situation. The leadership is then a situational leadership which means that at one point the teacher tells the pupils exactly what to do. After they have

    learnt more the teacher tells the pupils what to do, but also why they must do it. Next step is that the teacher only tells the pupils why they must do it. The final step is when the pupils themselves know what to do and why they must do it.

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