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  • 1.
    Ablouh, Amin
    et al.
    Södertörn University, Teacher Education.
    Sedraoui, Nasim
    Södertörn University, Teacher Education.
    Traditionell undervisning gentemot det kooperativa lärandet: En interventionsstudie om användningen av det kooperativa lärandet i matematikundervisningen2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to investigate the effects of cooperative learning on pupils’ knowledge and development with a particular focus on concepts and conceptual understanding in mathematics. By employing both qualitative and quantitative research methods, the study compared the effectiveness of cooperative learning to traditional teaching approaches in grade 4. The following question was formulated to research the aim of this study:

    • How does pupils’' understanding of concepts in mathematics differ after traditional teaching compared to teaching with cooperative learning in grade 4?

    Svanelid’s (2014) three aspects were used as an analysis model in this intervention study. With the analysis model, teachers can assess whether pupils have understood various mathematical concepts. The results of the aim showed that cooperative learning had a significant positive impact on pupils’ learning and their understanding of geometrical concepts. Through collaborative activities and interactive discussions, pupils actively participated in the learning process, leading to improved comprehension and retention of geometric concepts. However due to introduction of methodological weaknesses and potential biases the results can not be considered as statistically sound.

    The study indicated development in pupils’ learning and understanding of mathematics. In an attempt to pursue the main aim of this study, traditional teaching and cooperative learning were used as teaching techniques for pupils to study the development of their learning. After each teaching method, tests were used to identify the results of the analysis. The results indicated progression in the pupils’ learning by using cooperative teaching. Teachers are encouraged to further investigate cooperative learning techniques in their lessons as it potentially can increase pupils’ learning. More research is needed to establish a correlation between the use of cooperative learning in the teaching of mathematical concepts.

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  • 2.
    Ahlberg, Erika
    et al.
    Södertörn University, Teacher Education.
    Breet Troili, Malin
    Södertörn University, Teacher Education.
    Att förstå, förebygga och hantera kränkningar: en av förskolans viktigaste uppgifter2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Most people tend to associate the concepts of bullying and abuse between children with something that occurs mainly in school. Research shows the prevalence of abuse and bullying among children already in preschool age with the risk of serious consequences later on. According to the National Agency for Education (Skolverket 2018), the preschool has assignments regarding values-related issues and to establish measures to prevent violations. Our study shows preschool teachers' experience of the phenomenon of abusive treatment and bullying among preschool children. 

    Research shows that children who experience bullying are in need of the support of both guardians and professionals so that the difficulties they experience will not follow them later in school age and perhaps even later in life. On the other hand, both previous research and our own study, indicate that guardians often do not know about the preschool's work to counteract abusive treatment. 

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  • 3.
    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.

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  • 4.
    Akan, Pinar
    Södertörn University, School of Culture and Education.
    En studie om elevers uppfattning och intresse för historieämnet2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim was to study ninth grade students perceptions of the subject of history, including gender, against the background of the social, cultural, and historical context that constitutes the subject of history and the students perception of it. The Theory , the theoretical reflection room, has two levels. A general level, `"the level of the great theoretical stories", boiled down to their essence (for ex. Bourdieus "Cultural Capital" and Baumans "Retropia) and a concrete level, in the sense directed towards the subject of history as it appears to the students in the teaching situation. The previous research showed scattered results. Mainly that the subject was perceived as rather interesting , important and exciting. But also, to some extent the opposite. As a subject for school , but not for life. Gender differences were detected. Parents background played a role. The studys own empirical study, a focus interview of eight ninth grade students (four boys, four girls), conducted as a thematically structured qualitative interview, largely confirmed the previous research. But the results was scattered and the context rather vague. No gender differences were detected. The studys sample was judged to be too small, not a basis for generalizations or generation of theory. However, theory, previous research and studys own experience appear as a melting pot from which relevant questions and perspectives for future research can be cast. 

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  • 5.
    Akcay, Dilara
    Södertörn University, Teacher Education.
    "Högläsning av skönlitteratur ger eleverna ett rikt ordförråd": En kvalitativ undersökning av hur mellanstadielärare arbetar med skönlitterär högläsning relaterat till ordförrådsutveckling2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract Title: “Reading aloud fiction gives students a rich vocabulary”Author: Dilara AkcaySupervisor: Jenny MagnussonThe purpose of this study is to find out how teachers work with students' vocabulary development in reading aloud activities in fiction within the subject of Swedish.Furthermore, the purpose is to find out how teachers’ reason about their work to develop students' vocabulary in fiction reading aloud. The study’s questions are the following: What strategies do teachers use when reading fiction aloud in the Swedish subject to develop the students' vocabulary? How do the teachers reason about their work of developing students' vocabulary in fiction reading aloud?The material was analyzed based on Beck et al.'s (2013) teaching model on strategies for vocabulary development. This study is based on a qualitative method for answering the questions. A qualitative method is relevant to the study because the study examines what strategies teachers use to develop students' vocabulary in fiction reading aloud. To find out this, it is essential to observe and interview teachers. Semi-structured interviews were conducted with three teachers from three different schools.The results of the observations showed that the two teachers, Jessica and Tina used the strategy of asking questions to the students and explaining words using everyday language. Jessica also worked with the strategy that the students are allowed to use the word themselves. In addition, Tina uses visual aids to deepen students' understanding of words and she uses body language and exemplifies the word by changing her voice, so the pupils get a better understanding of the words. Jessica uses visual aids to help students gain a deeper understanding of the word.The third teacher, Katarina, does not explain any words to the students, despite the fact that there were some difficult words in the book that could have been explained. Strategies such as pronouncing words and presenting words in new contexts did not appear in the observations. The teachers say in the interviews that they work on vocabulary development in fiction reading aloud. The strategies teachers use in reading aloud are to ask students questions about the meaning of the word and define the word in everyday language. Tina uses visual support to give students a deeper understanding of the word. Jessica uses a lot of body language to shape some difficult words, and Katarina says that she works with the three-cup method, where students find synonyms for the word. Tina and Jessica talk about how important reading aloud is for students' vocabulary development, and they read aloud for students to learn new words. Katarina believes that reading aloud is more for them to be a cozy moment for the students.

    Keywords: Vocabulary development, middle school, Swedish teaching, reading aloud. Nyckelord: Ordförrådsutveckling, mellanstadiet, svenskundervisning, högläsning.   

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    Högläsning och ordförrådsutveckling
  • 6.
    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.

  • 7.
    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.

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  • 8.
    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.

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  • 9.
    Allelin, Majsa
    Högskolan i Halmstad, Sverige.
    Bildningspraxis och didaktisk reflexivitet som anti-skolkultur2023In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345Article in journal (Refereed)
    Abstract [sv]

    Ungdomar – och särskilt killar – i kommunala förortsskolor är den främsta elevgruppen som missgynnas av det nuvarande skolsystemet. Dessa elevers misslyckanden beskrivs ofta som resultatet av en ”anti-skolkultur”, vilket förklaras av stjälpande maskulinitetsnormer eller avsaknad av uppförandekoder. Trots – eller kanske på grund av – strukturell utestängning har flera självorganiserade utbildningsaktiviteter nyligen vuxit fram bland ungdomar. I den här artikeln visar jag hur tjejer och killar som bor i ett socioekonomiskt missgynnat område och som möter strukturella svårigheter i dagens skolsystem, hittar sätt att utmana eller övervinna denna underordning genom att arbeta med lokaltidningen Life i Orten. Genom att vända mig bort från det problemorienterade perspektivet och i stället diskutera hur ungdomar i förorten organiserar sig via informella lärandepraktiker, utvidgar jag diskussionen och begreppet ”anti-skolkultur” och inkluderar därmed produktiva perspektiv som hittills har förbisetts. Resultaten visar att arbetet med Life i Orten skapar empowerment och nya inlärningsprocesser för ungdomarna genom att möjliggöra för alternativa pedagogiska metoder. Denna frivilliga verksamhet utgör också ett sammanhang där ungdomarnas önskan om bildning kan uttryckas och det hjälper dem att formulera en kritik av det formella skolsystemet, vilket kan förstås som en didaktisk reflexivitet. Hos Life i Orten får ungdomarnas bildningslust komma till uttryck, utifrån arbetsformer som innebär större delaktighet och empowerment.

  • 10.
    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.

  • 11.
    Alsawadi, Assal
    Södertörn University, Teacher Education.
    Genrepedagogikens användning i SVA undervisning: Cirkelmodellens tillämpning i läromedel och undervisning för Svenska som andraspråk2021Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine the use and application of the curriculum cycle in Swedish as a second language teaching and how the relationship between theory and practice might look like. The questions that formed the basis of this study addresses how the curriculum cycle is used in teaching of Swedish as a second language and how the curriculum cycle is applied in teaching materials for students learning Swedish as a second language. The research methods chosen for this study are a qualitative semi-structured interview study and a qualitative teaching material analysis where I interviewed three teachers and analyzed two textbooks. The theory on which this study is based is Vygotsky's sociocultural theory of learning that clarifies the idea of that communication and interaction between people are crucial parts for how sociocultural resources are formed and passed on. After analyzing the interviews, it can be concluded that it is used frequently where each phase is essential in order to achieve the goal. The teachers also explained that the students develop cooperation and communication skills and a learning experience where they learn from each other when accomplishing the phases. The other method used in this study was a systematic conceptual analysis focusing on verbs in imperatives where I studied which forms of work and phases of the curriculum cycle that were presented in textbooks for Swedish as a second language. As a result, it can be concluded that the curriculum cycle is applied as a method and a tool with different strategies that help students to achieve a certain goal. The analyses also showed that both teaching materials contain elements where students work individually, in pairs and in groups. 

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  • 12.
    Alveryd, Viktoria
    Södertörn University, Teacher Education.
    Att vara eller inte vara en språkbrukare av engelska – ett andraspråkssocialisationsperspektiv på engelskämnet i styrdokumenten: En diskursanalytisk studie av styrdokumenten som berör engelskundervisningen för årskurserna 4-62019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    As globalization becomes a more and more recognized phenomenon with an increased flow of goods, people and information across nations’ boarders, the way we communicate is influenced. The act of communication has turned from more traditional means of communicating correctly between mostly native speakers to newer ways where the main goal is to achieve understanding between participants, whether they have the same origin or not. One language that is specifically affected by this is the English language, which is taught in Swedish schools as a major school subject. In regard to this, the aim of this degree project was to investigate how the Swedish policy documents governing the English subject education contributes to the language socialization of students in becoming a certain type of language user. The questions which were posed in order to reach an understanding of this were the following:

    • Which conceptions of the students’ communicative competence could be seen in Lgr 11 and other policy documents governing the English subject education in compulsory school between the students’ fifth and seventh year of school?
    • Which language practices were presented for the students’ language usage in Lgr 11 and other policy documents governing the English subject education in compulsory school between the students’ fifth and seventh year of school?
    • Which contexts were presented for the students’ language usage in Lgr 11 and other policy documents governing the English subject education in compulsory school between the students’ fifth and seventh year of school?  

    These questions were answered in accordance with a second language socialization perspective and theories about communicative competence, functions of English and context, through a discourse analysis focused on the positioning of the subject.

    The results of this study were that the student was positioned both as a novice and an advanced language user of the English language without any direct connection between the two. This could be seen based on how the students were expected to make initial contacts with the English language whilst the policy documents at the same time present an abstractedly formulated communicative competence with an emphasis on the students’ ability to use aspects of it in relation to the whole of it. Furthermore could be deduced that the teacher’s competence and ability to scaffold the students’ learning were determinant for the language user shaped by the English teaching as the policy documents only covers certain functions of the English language and aspects of contexts.    

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  • 13.
    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.

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  • 14.
    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.

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  • 15.
    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.

  • 16.
    Andersson, Pernilla
    Stockholms universitet.
    Talking about sustainability issues when teaching business economics ‐ the ‘positioning’ of a responsible business person in classroom practice2018In: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 17, no 3, p. 46-62Article in journal (Refereed)
    Abstract [en]

    Purpose: The paper presents a study of the roles of a business person privileged by teachers when the concept of ‘sustainable development’ is incorporated into the subject of business economics.

    Methodology: A logics approach to discourse analysis was used to analyse the empirical material, which consisted of video recorded observations in five teachers’ classrooms collected two years after the inclusion of the concept ‘sustainable development’ in the upper secondary school syllabus in Sweden.

    Findings: The results show how different rules and conditions for doing business are foregrounded in classroom practice. This in turn has different implications for whether a responsible business person is expected to: a) adapt to self-interest, b) respond to customers’ increasing interests in sustainable products, or c) be sensitive to the needs or interests of others (including humans, animals and nature), when making business decisions.   The results also illuminate how talking about ‘homo economicus’ as ‘real’ can hinder, how talking about customers in altruistic terms can facilitate, and how talking about the complexity of others’ interests can suggest ways of doing business (more) sustainably.

    Practical implications: The empirical examples that illuminate the privileging of specific roles could be used for critical reflection in order to make students better equipped to address uncertain and complex sustainability issues.

  • 17.
    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.

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    The Responsible Business Person: Studies of business education for sustainability
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  • 18.
    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.

     

     

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  • 19.
    Andrée, Maria
    et al.
    Stockholms universitet.
    Arvola-Orlander, Auli
    Stockholms universitet.
    Berge, Maria
    Umeå universitet.
    Caiman, Cecilia
    Stockholms universitet.
    Danielsson, Anna
    Uppsala universitet.
    Grande, Virginia
    Uppsala universitet.
    Günter, Katerina
    Uppsala universitet.
    Günther-Hanssen, Anna
    Uppsala universitet.
    von Hausswolff, Kristina
    Uppsala universitet.
    Jobér, Anna
    Malmö universitet.
    Johansson, Anders
    Nyström, Anne-Sofie
    Uppsala universitet.
    Ottemo, Andreas
    Göteborgs universitet.
    Palmer, Anna
    Stockhlms universitet.
    Peters, Anne-Kathrine
    Uppsala universitet.
    Planting-Bergloo, Sara
    Stockholms universitet.
    Silfver, Eva
    Umeå universitet.
    Ståhl, Marie
    Göteborgs universitet.
    Sumpter, Lovisa
    Stockholms universitet.
    Social justice in science, technology, engineering and mathematics education: Establishing a platform for conversation2019Conference paper (Refereed)
  • 20.
    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.

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  • 21.
    Arketeg, Åsa
    et al.
    Södertörn University, School of Culture and Education, Aesthetics.
    Magnusson, Lena O
    Högskolan i Gävle, Sverige.
    Offentlig konst – tolkning och menings­skapande bildsamtal2024In: Bild och visuell kultur: Undersökande bildundervisning i grundskola och fritidshem / [ed] Ingrid Forsler; Lena O Magnusson; Elisabeth Lisa Öhman, Lund: Studentlitteratur AB, 2024, p. 59-76Chapter in book (Other academic)
  • 22.
    Assali, Zena
    et al.
    Södertörn University, Teacher Education.
    Vujkovic, Marija
    Södertörn University, Teacher Education.
    ”Ja, man kan skylla på dem för det händer så mycket runt dem ändå”: En studie om hur förskollärare bemöter barn som utför kränkande handlingar i förskoleklass2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how preschool teachers face children who they perceive as children with behavioral problems and how they act in the daily work to prevent and counter violations. The study aims to observe how preschool teachers deal with children who they experience as having behavioral problems in the form of aggression. The study also intends to compare two preschool classes in two municipalities where some residential areas are socio-economically vulnerable. For the collection of empirical data, the study was conducted as a qualitative study consisting of interviews with teachers and observations of children and teachers. The two selected schools were deliberately chosen based on geographical areas with known socio-economic vulnerability. The results predict that the preschool teachers encountered situations where difficulties arise, and which can be considered crucial for the children's biological, cognitive, and emotional development. The difficulties highlighted in this study are analyzed with theoretical concepts such as the punctual and relational perspective, the intercultural perspective and theories of socio-economic impact, conflict management, power and norms, aggression, and more. These theories count as significant developmental aspects in children's critical periods. The results show that the teachers in theory share a common view of the prosocial development work with children who are regarded by the preschool teachers as "children with behavioral problems". Despite this, we found significant contradictions that create a distance between what preschool teachers say they do and what they do in practice. The results of this study also show that preschool teachers use methods and strategies, in which children who are perceived as having behavioral problems get reprimanded, are threatened with punishment, and are made invisible. 

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  • 23.
    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. 

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  • 24.
    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

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  • 25.
    Awrohum, Rabi
    Södertörn University, Teacher Education.
    Differentierad läsundervisning: En analys av några mellanstadielärares arbetssätt med att stötta elevers läsning2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     The aim of this study is to analyze how some teachers in the grades 4-6 differentiate reading instruction to develop and challenge pupils' reading comprehension. This study answers the following questions:

    • How do some teachers introduce, implement and follow up their reading instructions?
    • How do the teachers implement scaffolding in the different stages mentioned above?
    • What challenges may the teachers face in their work with differentiated reading methods? 

    To answer these questions, the analysis has been based on classroom observations with three different teachers that teach in the grades 4-6. These observations have shown how the teachers differentiate and scaffold when they work with reading instruction. The empirical material was collected during observations of lessons in the Swedish subject. Furthermore, the study is based on Ann Carol Tomlinson's theoretical framework regarding funding as well as various theoretical frameworks regarding scaffolding. The results of the study indicate that the teachers differentiate their reading instruction in various ways to challenge and create opportunities for all students to participate in their own education based on their knowledge level. The teachers use varied working methods to create fellowship, differentiate in process, in content and in product and scaffold the students throughout the teaching.

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    Differentierad läsundervisning
  • 26.
    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.

     

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  • 27.
    Azzazi, Iman
    et al.
    Södertörn University, Teacher Education.
    Bertlind, Sabina
    Södertörn University, Teacher Education.
    Förutsättningar och möjligheter att möta digitaliseringen på förskolan: En empirisk studie om blivande förskollärares uppfattningar2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study has a phenomenographic starting point that aims to investigate prospective preschool teachers' perceptions of their conditions and opportunities to meet digitization in the education at preschool. The target group for the study is prospective preschool teachers with previous experience of working in preschool, who are in the last semester of an experience-based preschool teacher program at a university in Sweden. By using two research methods, interviews and questionnaires, we have been able to get hold of and clarify the participants' perceptions, which has also enabled the identification and interpretation of areas of development. This answers the study's two questions which are: What do preschool teacher students' perceptions look like regarding their conditions and opportunities they are given both in the workplace and through the preschool teacher education to meet digitalization in preschool, in line with the curriculum goals? What possible areas of development can be deciphered based on the participants' descriptive perceptions of their conditions and opportunities to meet digitization?

    The result presents the variation of the participants' perceptions in the form of categories consisting of codes interpreted based on the participants' statements. Furthermore, it is shown that there are different and unequal conditions and opportunities in workplaces and that the digitization content of preschool teacher education is not sufficient for a preschool teacher to be able to meet digitization in education. In order for the digitization content in education to be in accordance with the curriculum goals, the results reveal areas of development that, among other things, require an increased implementation of both practical and theoretical digitization content in preschool teacher education. In terms of workplaces, there is a demand for skills development, spaces for reflection and an increased range and variety of technologies.

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  • 28.
    Backlund, Angelica
    et al.
    Södertörn University, Teacher Education.
    Etaat, Zahra
    Södertörn University, Teacher Education.
    Praktisk kunskap på fritidshemmet: Kan det defineras som en metod?2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    We have conducted an empiric study where the practical wisdom and phronesis at after-school centers are investigated. The research questions are based on the teacher’s ability to relate to the subject and reason for their actions in real situations within the work. 

    For this purpose, these research questions were formulated: How do the leisure-time teachers reason about the possibilities of practical wisdom, and how can the practical wisdom be expressed at the leisure center? In order to collect data semi-structured interviews, observations and field notes were used. 

    The results of this research show that the leisure-time teachers get support from a method within the work area, rather than their experience in the profession. The essay is problematized in relation to method.

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  • 29.
    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. 

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  • 30.
    Bel Haj, Somaya
    Södertörn University, Teacher Education.
    Svengelska eller Engelska?: En kvalitativ studie om lärares användning av målspråket i det engelska klassrummet för årskurs 4-62022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Considering teacher talk as the main input into the English as a foreign language classroom, this study aims to highlight and gain a deeper understanding of how target language use can look like in a foreign language classroom in Sweden. To investigate in this essay, the following research questions are addressed:

    • What is the teachers´ attitude towards the use of the target language in English teaching?

    • To what extent does the teacher communicate orally in English during English lessons? And on what occasions does the teacher choose to use the target language andthe first language during English lessons?

    The study was conducted in four different elementary schools, and four teachers were observed who taught in different grades. An interview was held after every observation, and through the interviews a deeper understanding was obtained. The material consists of notes through observation schedules and recordings of interviews and recording of observation. The study is based on Krashen's (1981) input hypothesis as well as Vygotskijs (2001) notion of Zone of proximal development. Research indicates that using the target language consistently can create learning opportunities for students, and a relaxing environment for them to use the target language themselves fluently during English lessons. Furthermore, studies has alsoshown using the first language can affect the students own language production and learning of the target language. However, other have shown that in some cases it can be an advantage to use the first language to include all students during English lessons, especially for the weak students in the class. Therefore, taking into consideration these different perspectives, I investigate four teachers´ use of English and Swedish in the Swedish EFL classroom.The findings show that three out of the four teachers observed used the target language in the beginning of the English lesson, while giving instructions, commanding the students to use the target language and asking them questions however, only one of them used the target language consistently during the English lesson.

    The findings also shows that the teachers used the first language to facilitate the students´ comprehension and to translate when they didn’t seem to understand what was said in English. Notably, some of the participating teachers indicated a desire to use the target language to a larger extent during English lessons, but they felt obligated to use Swedish in order to include all the students. The overall 3conclusion of this study is that it can be beneficial for both teachers and students if the teacher is aware of their approach toward the target language. They can thereby reflect on the impact this can have on their students´ language learning, their English lessons and their students´ use of the target language. 

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  • 31.
    Benjamin, Ramil
    Södertörn University, Teacher Education.
    Lärares praktiska arbete med utveckling av elevers läsförståelse: En kvalitativ studie om betydelsen av sociokulturellt betingade förkunskaper och erfarenheter i relation till elevers läsförståelse i årskurs 4–62021Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Introduction and aim: Culturally and socially conditioned prior knowledge of text content can constitute a significant factor for teaching reading comprehension. This relationship is made visible and has gotten more consideration in education. Therefore, this essay has aimed to investigate how teachers in the subject of teaching Swedish perceive and draw attention to the importance of students 'socio-culturally conditioned prior knowledge, with a focus on students' reading comprehension. Method: When conducting this study, interviews and observation studies have been carried out at two different schools where four interviews have been conducted with primary school teachers teaching pupils participating in grade 4-6. Results: The results show that the teachers notice that the lessons and the students' reading comprehension are positively affected by the fact that they have a certain prior knowledge about the text content. Therefore, teachers choose to work towards supporting students to link the text content to something they recognize. The teachers emphasize that vocabulary and language skills can complement reading comprehension if students don’t have enough prior knowledge, thus stating that a text can be understood by combining the linguistic knowledge they have, to gain a greater understanding of the text. The study results from the observations showed that all teachers review the students need for reading comprehension, which their respective lessons were based on. Conclusion: Teachers perceive socio-culturally conditioned prior knowledge as an important part of teaching reading comprehension. The teachers' working methods showed several support structures such as guidance and modeling of strategies through communication and interaction in teaching. It also showed that they are teaching the application of different strategies for reading and understanding fiction.

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  • 32.
    Benjamin, Ramil
    et al.
    Södertörn University, Teacher Education.
    Jourabji, Patrik
    Södertörn University, Teacher Education.
    Och sen... Och sen... Och sen...: En kvalitativ studie om undervisning av kausala termer för utveckling av muntlig resonemangsförmåga i samhällskunskapsämnet i årskurs 62020Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study has been to investigate how the activity with causal linking words may contribute to developing pupils' oral reasoning skills in small groups. The empirical data has been collected through two qualitative research methods: open but passive observations and group interviews. The result has been analysed based on the presented theories and previous research. To investigate this purpose, two questions were formulated: 

    How can working with causal terms in combination with small group discussions help to develop pupils' oral reasoning skill? What is the significance of the interaction between the pupils for the way they work? 

    The activity used in the intervention, where the pupils had to put sentences together by placing concept cards and arrows, takes off in relevant previous research and the concept of collaborative support. 

    The result of the study indicates that the pupils feel that their causal reasoning is positively affected, by using linking words to develop their reasoning in small groups. However, there is still a need for pupils to learn about the meaning of linking words, and how to use them in the correct context. 

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  • 33.
    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)
  • 34.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Könsskillnadens religionskunskapsundervisning2018In: Interkulturell religionsdidaktik: utmaningar och möjligheter / [ed] Olof Franck & Peder Thalén, Lund: Studentlitteratur AB, 2018, 1, p. 253-274Chapter in book (Refereed)
  • 35. 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)
  • 36.
    Berglund, Hannes
    Södertörn University, Teacher Education.
    Lärares motivationsfrämjande arbete inom läsundervisningen i svenska årskurs 4-6: En studie baserad på observationer av fyra lärares arbete inom svenskämnet2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    As Swedish students´ reading comprehension is in decline and reading is getting less space in the lives of children and young people, a large responsibility is placed on the school to promote students’ motivation to read. For that reason, the purpose of this study has been to examine how teachers promote students’ motivation to read fiction. The study has been conducted by using a model called Model of reading development to observe aspects of teacher’s actions and teacher’s choice of activities and tasks, which can be considered to promote student’s motivation to read. The study has been based on seven concepts, and these have been used as criteria for what can be considered to promote students’ motivation to read. In order to explore how teachers promote students’ motivation to read, this model has been used to analyse observations of four teachers’ who teach the subject of Swedish grades 4-6. The results show that all concepts, in the model called instructional processes, are somehow expressed at some point in the four observed teachers’ lessons. The study also shows that many different aspects of the teachers’ action and activities can function as motivational promotion and the observations showed that these activities and actions vary depending on the type of lesson and its planning. Regarding to what teachers do which can be considered as motivational, the study found that all teachers used modelling for students and activities were students had to collaborate with each other. All the teachers in the study also gave the students praise for effort and progress.  

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  • 37.
    Berglund, Jenny
    Södertörn University, School of Historical and Contemporary Studies, The 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.

  • 38. 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)
  • 39.
    Berglund, Jenny
    Södertörn University, School of Historical and Contemporary Studies, The 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)
  • 40.
    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)
  • 41.
    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 , 2008, p. 29-48Chapter in book (Refereed)
  • 42.
    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.

  • 43.
    Bethmorad, Natalie
    Södertörn University, Teacher Education.
    Digitala verktyg i matematikundervisningen: En kvalitativ och kvantitativ studie om mellanstadielärares användning av digitala verktyg i matematikundervisningen2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 44.
    Bilic, Josipa
    Södertörn University, Teacher Education.
    Bilder och text i läroböcker, så kan lärare bättre ta till sig av innehållet: En multimodal läromedelsanalys av tre läroböcker i ämnet engelska för årskurs fyra2020Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to analyze and compare the connection between pictures and text in three textbooks, in english, in the expectation to reach a didactic perspective that can facilitate in working with texts with students, in fourth grade. 

    • How well do pictures and text correspond with each other in three textbooks that have been chosen for the fourth grade, in english? 

    • What are the differences and similarities between the three textbooks seen from a multimodal perspecive?

    The result showed that there was an interaction between the different types of text types and the images, in all three textbooks. The heading of each chapter is a clue to what the content of the text will be about. The images are well connected to the text and they also reenforce the content of the text. This connection between the pictures used in the chapter and the text can help readers better understand the content of the text. 

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  • 45.
    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.

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  • 46.
    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.

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  • 47.
    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.

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  • 48.
    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.

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  • 49.
    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)
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  • 50.
    Bräck, Linda
    et al.
    Lerums gymnasium, Sverige.
    Kontio, Janne
    Stockholms universitet, Sverige.
    Lundmark, Sofia
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    När fritiden tar över: Strategier för att möta elever med problematisk skolfrånvaro2024In: Fritidsdidaktiska dilemman / [ed] Sofia Lundmark; Janne Kontio, Stockholm: Natur och kultur, 2024, p. 349-363Chapter in book (Refereed)
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