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  • 101.
    Bastholm, Anna
    Södertörn University College, Lärarutbildningen.
    Musik som kommunikation2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Music affects us humans. Marketing has long made use of music as a means to enable customers to identify with a brand, and thus increase sales. The Influence of music is obvious, but can you use this on students, and how effective is it to use in a classroom?

    I will answer the question: how does soft music provide reassurance/create a harmoniums learning environment at the beginning of a lesson?

    By observing how students react and behave to the playing of soft music. My aim is to create different strategies that teachers can effectively use to get students to “jump in” to their lessons without wasting 5-15 minutes of class time.

    Professor Lennart Grosin conducts research into what is in Sweden called PESKO. Education and social climate. It´s guidance for directors (Grosin 1998) he presents the importance of the teacher and the principal and how they have a consistent structure of how one should start and end a theory lessons.

    Even though the scientist Kivy written that it is not the music that provokes emotions, but the person listening to the music who provides feelings! I observe in a study of a class group, that students were stimulated by the music at the start of the lesson but that the majority did not reflect on the experience or recognise the impact of it afterwards.

     

  • 102.
    Bastholm, Anna
    Södertörn University College, Lärarutbildningen.
    Musik som kommunikation: en empirisk undersökning hur musik kan påverka startblocket av en lektion2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Music affects us humans. Marketing has long made use of music as a means to enable customers to identify with a brand, and thus increase sales. The Influence of music is obvious, but can you use this on students, and how effective is it to use in a classroom?

    I will answer the question: how does soft music provide reassurance/create a harmoniums learning environment at the beginning of a lesson?

    By observing how students react and behave to the playing of soft music. My aim is to create different strategies that teachers can effectively use to get students to “jump in” to their lessons without wasting 5-15 minutes of class time.

    Professor Lennart Grosin conducts research into what is in Sweden called PESKO. Education and social climate. It´s guidance for directors (Grosin 1998) he presents the importance of the teacher and the principal and how they have a consistent structure ofhow one should start and end a theory lessons.

    Even though the scientist Kivy written that it is not the music that provokes emotions, but the person listening to the music who provides feelings! I observe in a study of a class group, that students were stimulated by the music at the start of the lesson but that the majority did not reflect on the experience or recognise the impact of it afterwards.

  • 103.
    Bauer, Liselott
    Södertörn University, Lärarutbildningen.
    En empirisk studie: Om att arbeta med skriftspråket utomhus på I Ur och Skurförskolor2011Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I Ur och Skur preschools base their teaching on outdoor activities and all educators are called leaders, disregarding their educational background.

    The purpose of this study is to find out how the leaders of six I Ur och Skur preschools are working, specifically with the written language, in the outdoors environment. The study discusses the concept of literacy, methods leaders use and the advantages and disadvantages they experience with outdoors education and the thoughts they have about outdoor activities. The basis for this study is the objective pursued in the curriculum: "preschools should strive to ensure that children develop an interest in written language and an understanding of symbols and their communicative functions". Respondents have also been asked what outdoors education means to them on a personal level.

    To achieve my research results five qualitative interviews, with room for follow-up questions, were conducted. One of the respondents felt that she lacked time but still wanted to participate and doing so by answering questions by email. A total of six interviews were conducted, transcribed and analyzed. All respondents in this study are active leaders in I Ur och Skur preschools in a major city in Sweden.

    The results of the six interviews from the leaders show how they work with written language activities for children outdoors. The methods used seem quite similar between the various preschools. The leaders exploit the opportunities that are given, e.g. they write in the snow with watercolors or draw in the sand with sticks. They also read books outdoors for the children. The advantage, according to respondents, is that the material never ends, it is possible to write with almost anything. Possible disadvantages are bad weather conditions or too much background noise that may distract the children at times when they need to concentrate.

  • 104.
    Bchar, Rania
    Södertörn University College, Lärarutbildningen.
    Ledarskap i klassrummet: En kvalitativstudie om lärares syn på ledarskap och sin egen ledarstil2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    There is no further training in management in teacher education programs, which can create uncertainty among teachers in terms of management. According to the curriculum, the teacher should base it on a democratic approach, but how does it look in real life? The purpose has been to investigate how practicing teachers perceived management and their own leadership style, whether they made conscious choices and if so, whether they then had any purpose in their leadership style. Teachers' views of a good leader and how much influence students have on the teaching, enter into these issues.

    The survey is based on a qualitative research approach, based on interviews with four active teachers. Although observations were made they did not play any major role in this investigation. They did however provide me with an important context for the interviews conducted.

    The theoretical basis is drawn from Christer Stensmos books Leadership styles in the classroom and Classroom management. From these books, I have picked out what’s relevant for my essay and summarized it. The democratic and the authoritarian leader, six different leadership styles and their effect on the five dimensions of tasks Mr. Stensmo have written about, has been the foundation of this essay. These five dimensions are: control, motivation, grouping, individualization and planning.

    I have come to the conclusion that the interviewed teachers believed that their management has an important significance in the classroom, but the teachers, however, may be insecure in their leadership style. The majority of the teachers interviewed had not made conscious choices of leadership styles. One conclusion that has been drawn is that teachers can work with leadership issues, without being fully aware of them.

  • 105.
    Becker, Johanna
    Södertörn University College, Lärarutbildningen.
    Högläsning i förskolan: En undersökning i teori och praktik2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Why should teachers devote themselves to reading aloud? Reading aloud has a given place in most of the Swedish preschools. Many teachers read to children. Research on the subject has shown that it is very rewarding for preschoolers to have stories read to them. They hear how the language is constructed, becomes aware of matter of text, and they are able to take part of how other people live. This research has been the foundation for my qualitative study. The purpose of my investigation was to find out how four educators who are active in three different preschools reason about reading aloud. Do they practice reading aloud at their respective preschools and if so, why? What do they believe that reading aloud will contribute to the child's development? An examination of pre-school curriculum has also been done to see whether it contains any regulations regarding reading aloud to preschoolers. In order to answer these questions, interviews were held with the four teachers and a review of the curriculum has been done.  The interviews were then analyzed. The result of the interviews showed that all the respondents practice reading aloud and that they believe it will mainly benefit the development of the children's language. During the interviews the teachers highlighted that reading aloud helps to make children aware of how other people live and this enables them to bring our cultural heritage forward. The review of the curriculum led to a knowledge that it doesn’t contain any regulations on the practice of reading aloud. There is nothing in the curriculum that mentions reading aloud as being an important activity in preschool. However, the review revealed that many of the missions and quest objectives in the curriculum can be achieved by reading aloud.

     

  • 106.
    Beckman, Helena
    Södertörn University College, Lärarutbildningen.
    Datorer och geografi i mellanstadiet: Pedagogiska dataprogram i undervisningen2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    This essay is about the use of computers during geography lessons in elementary schools. To what extent do teachers have to meet the demands of controlling documents like Lpo 94 and what kind of resources must the schools provide to get this education to work?

    The aim of this study was to investigate the use of geographical computer programs in some Swedish elementary schools and to what extent they could be useful in the education. The results show that this new technique is necessary for the students to learn how to be a driving part in our future society. At the same time it shows that most of the students are not ready to take responsibility for this kind of education at this young age. There are two special requirements for education whit computer programs that is problematic and can not always be fulfilled in Swedish state schools; teachers need to be familiar with IT and they must be able to have the whole class in the designed computer classrooms.

    Another problem for this kind of education in Sweden is that there are not many geography programs in Swedish. Two computer programs have been tested in this essay, one freeware and one licensed paid. The licensed program “En resa i Sverige” (A journey in Sweden) had more educational features but included a lot of “bugs” as well. The other “Seterra-Geografi” focused more on maps in general and had a worldwide perspective. Both these programs could work as a complement to the ordinary geography classes but not instead of.

  • 107.
    Bengtsson, Ellen
    Södertörn University College, Lärarutbildningen.
    "Barn är viktigare nu på något vis": En kvalitativ studie om hur fem pedagoger resonerar och praktiskt arbetar med barns inflytande och delaktighet i förskolan2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 108.
    Bengtsson, Maria
    Södertörn University, Lärarutbildningen.
    Matematik och flerspråkighet: När invandrarelever lyckas2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this paper is to investigate and analyze practices in multilingual classrooms of mathematics in a compulsory school in Sweden where immigrant students have been known to succeed. The school is situated in a suburban and segregated area outside a major city where pupils come from mainly limited socio-economic backgrounds. The rate of second language learners are 70% of all pupils in this school.

    By using ethnographic methods, mainly interviews and participant observation, data was collected in four mathematics classrooms which corresponded to consecutive ages of education. The data include field notes and observation of artifacts in the environment as well as interviews and informal conversations with teachers and school leadership. Information from the school website, the authority in charge of quality in Swedish schools (Skolverket) and the municipality were also used.

    The analysis is based on a socio-political viewpoint that power is relational and reflected within schools. According to this idea the interplay between schools/teachers and the families/students can either support or resist the support of minority groups. The didactics of mathematics are studied through concepts such as intercultural leadership, social constructivism and scaffolding. The questions in focus are: 1) What is emphasized as functional didactics in mathematics for immigrant pupils? 2) What materials are used? 3) How are the pupils’ right to study their mother tongue and bilingual teaching being fulfilled and what attitudes are held towards bilingualism? 4) Which expectations are nurtured towards pupils and 5) How are children in need of support cared for?

    The findings indicate that a focus on linguistic dimensions in mathematics through the interplay between visual and practical experience builds up a didactic of a social-constructivist nature that has long been sought after in Swedish mathematics classrooms. This correlates with recent research which couples the linguistic approach to the building of a communicative reform-oriented discourse in school mathematics and shows that the success of immigrant students in classrooms of mathematics can be explained by: 1) a linguistic approach to mathematics 2) interplay in classrooms of mathematics between visual and practical materials and problem solving rarely focusing on textbooks, bringing about a didactics of a functional social-constructivist nature 3) a learning and problem solving organization where “Swedishness” (that is to say the Swedish way) is not the norm by which students are judged, including a positive approach to multilingualism 4) high expectations towards pupils and 5) teachers and the school leadership hold an inclusive approach to pupils who need support in learning compulsory school mathematics.

  • 109.
    Bengtsson, Petter
    Södertörn University, Lärarutbildningen.
    Den entreprenöriella filosofin: Ideologi, kunskapssyn, betydelse och tendens i GY11 och filosofiämnets nya mål och kunskapskriterier2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Den Entreprenöriella Filosofin (The Entrepreneurial Philosophy) is a study of ideology, epistemology, meaning and tendency in the new knowledge criteria in upper secondary school subject philosophy in light of Gymnasieskola 2011 (GY11). The thesis begins with a brief presentation of the subject and then describes different linguistic and semantic interpretation models retrieved by philosophers such as Saussure, Russell and Wittgenstein, which will be used in the analysis of the knowledge criteria. In order to put the study in a historical context a presentation of the different epistemological beliefs and how the view of knowledge in the Swedish school system has shifted over the years is given. The subsequent comparative reading of the new knowledge-based criteria against the old criteria’s, with a range of newly introduced concepts such as entrepreneurship and entrepreneurial learning is also interpreted from its new context, shows that there has been a shift in the skills or knowledge that will now be assessed in philosophy. Text analysis also shows that there has been a shift in terms of knowledge towards a more instrumental approach and that this is based on ideological tendency rather than scientific beliefs.

  • 110.
    Benzeguir, Hafida
    Södertörn University College, Lärarutbildningen.
    Lärarens maktutövning och elevens frihet: En studie om hur lärarnas maktposition påverkas av elevernas frihet.2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to illustrate how the position of power / exercise of power are perceived in today's schools from the teacher's perspective. I have examined how students' freedom and democracy education interpreted in real life, and how this affects both teacher and student learning approaches. I would also highlight the need to set standards for children's psychological development related to the consequences will be. I have chosen to perform a qualitative research through individual interviews with five participating teachers from different experiences in different type of school. I have used the hermeneutic method of analysis to analyze the material. My sense was to focus on primary education in recent years. There are many literature and research that topic like this which uses the concept of power. That has been the source of power theory as Michel Foucault. The actual study is based on three different perspectives: the exercise of power, the democratic and educate the psychological / educational need for boundaries. The material for the individual interviews, I have written some of them in text form in empirical data. Results show that teachers need more space to exercise their formal powers, more remedies and consequences and the courage to set boundaries for students. Freedom and democracy must be adapted to pupils' maturity and age.

  • 111.
    Berg, Lisa
    Södertörn University College, Lärarutbildningen.
    Det dolda förhållningssättet till barns självkänsla: En studie av förskolepedagogers intryck och uppfattningar kring barns självkänsla2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The pre-school is seen by many as the place where children get equipped for the future and the challenges there of. One of the most important aims according of the curriculum for Swedish preschools is that children get the opportunity, in interaction with the pedagogues, to develop their identity and to feel secure and satisfied with themself. Although, in the curriculum of the Swedish preschool system there is a comprehensive focus on the children’s competencies and learning, the importance that the children feel secure is not that prominent. Consequently a paradox occurs between the focus on children’s competencies and their need for care. The focus of this study is to investigate how this effects the pedagogues work with the children’s self-esteem.   The study investigates the pedagogues views on self-esteem and how they work to strengthen and develop the childrens self-esteem. A qualitative method was used, based on interviews and observations, in order to get a verified picture of the pedagogues views on the above questions. The interviews took place in a pre-school in the south part of Stockholm. The study is based on the perspective sociology of childhood.  The result shows that the pedagogues child perspective is based on the ’competent child’ where the development of the children’s self-esteem developed with confirmation of the childrens competencies and performances. The childrens self-esteem is according to the pedagogues a concept they take for granted as a ’silent perspective’, instead of something outspoken and something they discuss between one another. In conclusion, to work with children's self-esteem and to make the work as meaningful as possible, it is important that the pedagogues are aware that there are several ways to it’s development both an inner subjective and outer, which they display. The result shows that much focus is placed on developing the outer performance-based self-esteem. As a consequence little focus is laid on the emotional acknowledgment necessary for the development of the subjective or the inner self-esteem.

  • 112.
    Bergendal, Erik
    Södertörn University College, Lärarutbildningen.
    En läroplan för själen?: En studie av de svenska Waldorfskolornas läroplan och utbildningsfilosofi, i jämförelse med den nationella läroplanen, Lpo 942011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essay is, firstly, to – through a text analysis – compare the curriculum of Waldorf education in Sweden (in the essay referred to as “WL”) to the Swedish national curriculum “Lpo 94”, to uncover possible differences and similarities between these documents, and, secondly, to present the roots and educational philosophies that these two curricula, respectively, are based upon. The purpose hereby is to be able to trace, describe and explain the differences between the pedagogical practices of Waldorf education and that of conventional Swedish schools.

    In the essay, a historical investigation of the main traditions of ideas behind the Swedish national curriculum is briefly carried out, where I swiftly present the educational philosophies of John Dewey (1859-1952) and Lev S. Vygotsky (1896-1934). Next, an investigation of the worldview and philosophy of Rudolf Steiner (1861-1925) is effectuated, where I attempt to bring to light Steiner’s anthroposophical and holistic worldview – a worldview that throughout the 20th century has developed into an international and wide-ranging anthroposophical movement – as well as his concepts of knowledge, science and educational philosophy. It is made clear that Steiner’s texts and lectures are continuously centred on a holistic outlook on mankind and nature, as well as the spiritual development of humankind and deeper development of the mind.

    Even though the text analysis of the two curricula shows several similarities between the curriculum of Waldorf education and the national one – in particular regarding in what way the text is structured, as well as in what way the basic (democratic) values are expressed – the analysis also displays a wide range of differences. The curriculum of the Waldorf education displays a closer relation to Steiner’s holistic worldview and educational ideas than does Lpo 94 to the educational ideas of Dewey and Vygotsky, and it focuses more on the importance of the child’s playing activities, creativity and art compared to conventional schools, even though these perspectives do exist here as well.

    It is argued that, above all, it is the outlook on mankind behind the curriculum that shapes the educational system and the practices within it. The outlook on mankind of Steiner and the Waldorf curriculum focuses on the importance of the pupil’s spiritual development, something that is seldom – if ever – considered in the conventional school. This seems to have an impact on the Waldorf schools in the sense that the pupil is less likely to share materialistic values, and, instead, to have a better understanding of civic and democratic values as a whole. Thus, the curriculum of Waldorf education can – in a much higher degree than the national one, Lpo 94 – be viewed as a “curriculum for the soul”, i.e. to be a curriculum that focuses on the pupil’s spiritual development.

    Curriculum, Waldorf education, Lpo 94, Rudolf Steiner, educationalphilosophy, anthroposophy, John Dewey, Lev S. Vygotsky

  • 113.
    Bergfride, Malin
    Södertörn University College, Lärarutbildningen.
    Vi tvingar inte rörelsehindrade att hoppa bock i gymnastiksalen, men vad gör vi med elever med läs- och skrivsvårigheter?2006Independent thesis Basic level (degree of Bachelor), 20 points / 30 hpStudent thesis
    Abstract [en]

    The aim of this essay is to examine how students in 6-9 grade with reading and writing difficulties are treated and supported by teachers and staff at Ideskolan, a community school north of Stockholm. I have chosen to answer the following question:

    - How does Ideskolan cope with and support students with reading and writing difficulties

    This has in turn generated the following questions:

    - How is special education organized at Ideskolan?

    - Is a diagnose always needed in order to deploy extra support?

    The method I have employed is observation while participating, together with informal talks and interviews. I have visited Ideskolan twice, one week at the time. The material that the visits have generated is the foundation of the essay, supported by previous research in the field.

    The essay clarifies what right to special support students have according to law, regulations, curriculum and teaching plans and what they look like in reality at Ideskolan. This paper questions why schools focus on the individual student in these matters instead on the schools organisation and way of working. It might not automatically be the students’ difficulties with reading and writing that limits their continued learning, but rather the schools attitude towards students with special needs. Some ways of working might minimize the difficulties while some can increase them. If so, perhaps a change is in order?

    The essay also discusses the role of the special teacher – should she be supporting the students or her colleagues, or both. It also discusses if the teacher training should evolve to better suite the need to handle students with reading and writing difficulties.

    Even though Ideskolan recognizes the fact that two – three students in each class suffers with reading and writing difficulties the support to these students are inadequate. The school can excuse it self by saying that there is no “right way to go”, for each student with reading and writing difficulties are unique and there for require different support.

  • 114.
    Berglund, Camilla
    Södertörn University College, Lärarutbildningen.
    Pojkar, maskulinitet och litteratur: En studie i vilken litteratur och vilka karaktärer pojkar i år 9 tilltalas av - ur ett genusperspektiv.2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 115.
    Berglund, Mona
    Södertörn University College, Lärarutbildningen.
    Förskolebarns tankar om geometri2011Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The reason I am writing this essay is due to my curiosity on how children are interested in and how their understanding in geometry is at preschool years.

    My interest lies in children and arithmetic and especially geometry, which is something I belive that children deal with a great deal in their everyday routines, both in school and at home.

    What do children do when they work with geometry, and are they aware of what they do? To figure this out, I have taken my findings from three different interviews that I have done atmy preschool with a group of children that have been preselected.

    I am also curious about whether there is a difference in different types of schools. In this essay I have compared the preschool I work with a Montessori school and a third type of schoolwhere the children spends most of their day´s outdoors called “Ur och Skur”

    In my results I can not see any major differences in these three preschools work with mathematics. The childrens knowledge is at a similar level and the work with geometry hasbeen implemented in a similar way.

  • 116.
    Berglund Pilgrim, Anne
    Södertörn University, Lärarutbildningen.
    Vad görs?: En studie om föräldrasamverkan på språkintroduktionen på två gymnasieskolor i Stockholms län2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this examination paper has been to examine the situation for Swedish as a Second Language Programs in relationship to their interaction with the parents of the stu-dents. This case study was performed at two schools in the county of Stockholm. A com-parative analysis of both national and local documents for school governance was used to analyse the contents for incidents of parental involvement in schooling. Furthermore, qualitative semi-structured interviews were carried out with five staff-members holding key positions. The findings of the study are that schools tend to practice parental involve-ment only to the level that it is recommended in the national documents. As Sweden has a growing population of citizens with a foreign background it is vital that schools are in the forefront of the move to include these citizens in a manner which behoves a democratic equal society.

  • 117.
    Bergqwist, Joakim
    Södertörn University College, Lärarutbildningen.
    Skolkod och pedagogisk förändring2006Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
  • 118.
    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.

  • 119.
    Beshah, Wessen
    Södertörn University College, Lärarutbildningen.
    När elever interkulturella kompetens blir en styrka: En kvalitativ studie om nyanlända elevers upplevelse av den sociala interaktionen i en mångkulturell skola2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study investigates how social interaction affects newly arrived pupils’ views on their study situation in the Swedish educational system. The aim is to give a contribution to the discussion on the notion of including “the Other” in educational practice in multicultural schools. Semi-structured group interviews were conducted to explore how the intercultural perspective and the theory of inclusion can be used to explain the dynamics of social interaction. The main research questions were: how did social interaction take place in preparatory class and in regular class? In what way did social interaction affect the transitional period from preparatory class to regular class? Did social interaction have consequences for the informants as learners? The results show that newly arrived pupils had the opportunity to develop intercultural interaction skills in the preparatory class. Meanwhile, this organization meant educational exclusion, which might have contributed to the stress and anxiety they experienced later in regular class. The transitional period was problematic, since students had to struggle in two aspects. First, they had to catch up in many subjects though no significant measures were taken to their linguistic ability and former school experiences. Secondly, they had to assert their place in an environment with dysfunctional social interaction between some teachers and pupils in regular class. The conclusion is that schools have a dilemma in catering for both social and educational inclusion simultaneously. Despite this, many pupils expressed satisfaction with their school performance. This suggests that intercultural interaction skills, crucial for the pupils’ development, can be developed in the preparatory class. Schools need to implement an intercultural perspective in the educational organization and planning to include every newly arrived pupil. This calls for a holistic approach in pedagogic and social interaction between everyone involved. 

  • 120.
    Bialobrzeska, Maria
    Södertörn University, Lärarutbildningen.
    Matematikundervisning i två olika länder: En jämförelse mellan polska och svenska pedagogers arbetssätt på lågstadiet2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Mathematics is a central topic in today’s society. There are many different approaches each teacher has their own way. In this essay, I compare four teachers’ mathematics teaching in two different countries with regard to ways of learning, particularly in the four operations. My purpose of this study was to examine the four teachers’ mathematics teaching, that is, which method they use. Two teachers was from Poland and two from Sweden, the teachers and schools are randomly selected. Two relevant questions were chosen to illustrate and compare the teacher’s approach. The first question is about which strategy the teacher uses and why. The second question is about how these approaches differ. My work is based on qualitative methodology, involving interviews and observations for me to gather the materials I need. I did two interviews and one observation in the Polish school and the same in Swedish school. The work is based on literature and theories that has been the most rewarding of my essay, theories about working and learning. My theory was based on Vygotsky and Piaget's ideas and theories. The theories used to support the analysis are the socio-cultural perspective and the constructivist perspective. The students in these schools have good math skills, even if it is in Swedish newspapers that Swedish students have less knowledge in comparison with other students around Europe. All teachers have their own way to learn. There is no approach that is the best, it all depends on the students. I can now say that it is a little difference.

  • 121.
    Birelius, Jennie
    Södertörn University College, Lärarutbildningen.
    För barnets bästa: En kvalitativ studie om pedagogers syn på sin anmälningsskyldighet2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is aimed at finding out how nursery and pre-school teachers carry out their obligation to report suspected child abuse, and their views on the issue. The study was alsoa imed at highlighting any difficulties teachers might have when dealing with children who arem istreated. In addition, the study examines the impact on teachers and children when thet eachers decide to either report or not report abuse.

    The main issues addressed by this study are:  

    • Are pre-school and nursery teachers aware of their duty to report suspected child abuse and what are their opinions regarding this duty?
    • How do the teachers claim they behave if obliged to report and what difficulties dothey encounter?

    In order to find the answer to these questions, qualitative interviews were made with eight pre-school teachers. The empirical evidence has been put in relation to theories of action and communication as well as to previous research in the area that concerns children who are mistreated. The study demonstrates the complexities that the duty to report child abuse creates and how the ambivalence that arises can inhibit a teacher’s actions. Fear of the consequences, regardless of whether the report is made or not, ultimately lead to paralysis, something which the conclusion also shows. Some of the conclusions drawn are that the support to teachers must improve in terms of better co-operation between pre-schools and social services. Moretime should also be set aside for training and for discussions with colleagues. The duty toreport suspected child abuse needs to be addressed in a way that makes it less daunting in order to encourage more teachers to do so. Apprehension regarding the possible consequences that would arise from reporting child abuse should not deter a teacher from helping a  vulnerable child.

     

     

  • 122.
    Birkelund Sörli, Roar
    Södertörn University College, Lärarutbildningen.
    When Cultures Crash: On Immigrant Stories in English Textbooks Produced for Swedish Schools2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 123.
    Bisenius Sellgren, Kajsa
    Södertörn University College, Lärarutbildningen.
    En studie om elevers val av metoder vid subtraktionsberäkningar2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this qualitative study of students’ methods of calculating subtractions, I have used interviews, subtraction exercises and analysis of teaching material. The purpose of my study was to explore which methods students in grade three uses when calculating subtractions. I also wanted to highlight which strategies the students use and their comprehension of the concept of subtraction. In the study, I also highlight the different pedagogical ideas on which the teaching material is based on and the students’ choice of methods.  The study shows that the students choose to use the methods”deduct” and “kind of number” independently. Further it also shows that the students choose to switch from the method “deduct” to “kind of number” when the numbers in the exercises are further up on the number axis. When asked, the students answered that subtraction means “minus” which they in turn explained as removing something, an explanation confirmed by the Swedish Academy dictionary. The students’ choice of methods and teaching material is based on different fundamental pedagogical view.

     

  • 124.
    Bjurvald, Ida
    Södertörn University, Lärarutbildningen.
    Den lärande gruppen: Om reflektion i förskolan2011Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Scheduled time for reflective work is common at many Swedish preschools. Reflection is a complex concept that is being used with many different purposes in preschools. The reflective work in Swedish preschools today has its roots in the theories from Vygotskij about how children learn by watching and cooperating with others. Also, many Swedish preschools have taken inspiration from the preschools in Reggio Emilia in Italy, who see the reflective work as something necessary in their work around children’s learning processes. “The learning group” is a way of seeing children and adults as members of groups who capture knowledge by social interaction, taken from the preschools in Reggio Emilia. In 1998, Swedish preschools got their first curriculum, which also took inspiration from Vygotskij and his visions of children’s learning.

    The aim of this study is to find out how reflective work can be done at some Swedish preschools, and also to investigate a group of teacher’s thoughts on reflective work. The issues in my study are:

    • What meaning can lie in the concept of reflection in preschools?
    • In what situations can teachers and children in preschools use reflection?
    • What can be the purpose of this reflection?

    To answer these questions, I did interviews with teachers and observations of meetings and of the work that was being done with the children. The result shows that the term of reflection is ambiguous and is being used with different interpretations in the preschools I have studied. Reflection is for instance retelling events, solving problems, cooperating and curiosity. Teachers and children use reflection in various situations everyday, both at planned and spontaneous activities. The purpose of the reflection at the preschools I have visited was for instance to find a focus in working with the children, to know how to move on and to get deeper into what you do.

  • 125.
    Björck, Anne-Marie
    Södertörn University College, Lärarutbildningen.
    Lika kön leka bäst?: en historiskt jämförande genusperspektivsanalys på skolan då och nu2008Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
  • 126.
    Björk, Maria
    Södertörn University College, Lärarutbildningen.
    Bilingual Intercultural Education in Peru: Opportunities and Challenges2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Offering basic education is the greatest investment the world can make in its future. Basic education improves live opportunity for people and also give them a chance to form a better life for them selves. Too many of Peru’s inhabitants live in extreme poverty and education could help the country improve this situation. In addition, in the rural areas of Peru a lot of people speak another language than Spanish as their mother tongue. The purpose of this thesis is to get a more profound knowledge about matters concerning Bilingual Intercultural Education in Peru.

    The research question has been what issues can be found, involving EBI education in Peru; opportunities and challenges? I have researched this through interviews with people working in the rural areas combined with a literature study. I visited schools in the area of Cusco and Anchonga. In Cusco the school did not have EBI education and in Anchonga the visited school did have. Some of the findings made are that it is important for the people involved such as parents, principals and teachers to be supportive of EBI education to make it work. It is also a challenge to find teachers who know the method and are bilingual. Many schools are in addition dependent of support from non-governmental organizations, which are an opportunity and a challenge. Important is also to make some teachers and parents believe that EBI education is not against the social development of the country.

  • 127.
    Björk, Martin
    Södertörn University College, Lärarutbildningen.
    Folkmord i läromedlen: En undersökning om folkmords behandling i fem läromedel för gymnasiets A kurs i historia   2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    A large number of genocides have taken place in our history. The purpose of this essay is to examine how genocide is treated in five high school history textbooks. I have studied a large number of issues. I have examined which genocides are discussed in the textbooks and which genocides the textbooks don’t discuss. I have also examined if there are differences between the textbooks about that matter. I have studied in which context the genocides are discussed. I have also examined how the genocides are described and if there are any differences between the authors about that matter.

    The method of the essay is a quantitative and qualitative text analysis. I have used the following history theories in my analysis: a critical emancipation perspective of history, the materialist conception of history and the idealist conception of history. In the essay a have used Frank Chalks and Kurt Jonassohns definition of genocide.

    The study has shown that a large number of genocides are discussed in the textbooks, but also that a large number are not discussed. There are differences between the textbooks about that matter. The study has confirmed the critical emancipation perspective of history.

    The study has shown that the descriptions of the genocides have its similarities and it's differences.

  • 128.
    Björk Thorsell, Pernilla
    Södertörn University, Lärarutbildningen.
    Surfplattan i förskolan: En studie av pedagogers attityder2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    As background for this study stands the debate and discussion in the society around the tablet as a pedagogical tool in preschool. The purpose of this study is to obtain and analyze 69 preschool teachers’ opinions about the tablet’s introduction and use in preschool. The study also investigates the preschool teachers’ opinions about their mission for multimedia and technology in the preschool curriculum, Lpfö 98, reviderad 2010. The study is executed in the form of a survey. Questions at issue:

    • How experienced are preschool teachers with the tablet?
    • What is the preschool teachers’ opinion about the tablets usability and function in preschool?
    • How important is multimedia tools such as tablets in preschool in the preschool teachers’ view?
    • Which view do preschool teachers have on their own role and mission to offer and encourage children to explore and use contemporary technology?

    My analysis of the survey result shows that preschool teachers have basic level knowledge of the tablet and the technology. The preschool teachers’ experience in using tablets varies from no use to daily usage. The majority of the preschool teachers do not use tablets at home or at work. In spite of this, the preschool teachers are mainly positive about tablet usability in preschool. Most of the preschool teachers consider the tablet as having a wide range of usability or as being useful in pedagogical situations in preschool. Many of the preschool teachers believe it is important or rather important that technology such as the tablet is prioritized as a pedagogical tool in preschool.

    Most of the preschool teachers consider the aims and objectives in Lpfö 98, reviderad 2010 to be both satisfactory and challenging. From the survey it appears, for example, that preschool teachers think it is important for the preschool and the preschool teachers to develop in line with society. The preschool teachers also mention it is important to offer every child an opportunity to explore and use contemporary technology. Additionally, the preschool teachers mention that financial means as well as further education is needed to help increase their possibilities of fulfilling the aims and objectives in the curriculum.

  • 129.
    Björkman, Andreas
    Södertörn University College, Lärarutbildningen.
    Den globala uppvärmningen i skolans läromedel: En jämförande studie av sponsrade och förlagsutgivna läromedel2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Today the talk about global warming and climate change are on top of the public agenda. There for schools and schoolbooks also debate the issue of global warming. A newcomer on the school stage is the sponsored school materials that studies show to be a growing phenomenon. In a debate like that of global warming which is filled with uncertainties and so much political and economic interest, I find it interesting to study how these schoolbooks talk about the issue.

    In my study I have tried to analyze and compare how school materials for primary school discuss the phenomenon of global warming. I have compared two different types of schoolbooks. The first are books published by publishing companies. The other group is sponsored books made by corporations, pressure groups and government organizations which are made available to schools for free. By doing a text analysis of different schoolbooks studied how my material chooses to discuss the global warming and the severity of the problem, the cause, effects and how it can be solved.

    My results show that as a whole there is not much difference in how these two types of books talk about global warming. The main focus is on global warming as a serious issue. The only given explanation to the global warming are manmade discharge of greenhouse gases. No alternative natural explanations are given by any of the books. However my study shows that the sponsored material gives a more uncertain and nuanced picture of the issue. The study also shows that the sponsored material has a tendency to focus their reasoning around there own interests.

  • 130.
    Björn, Susanne
    Södertörn University, Lärarutbildningen.
    Matte på burk - en lekfull arbetsmetod på förskolan: En intervjustudie om sex pedagogers syn kring arbetsmetoden Matte på burk2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to find out what the educators view on the working method Matte på burk in preschool looked like. I also wanted to find out what the educators thought about the working method. My questions are:

    1. How does the educators in preschool experience the method Matte på burk?
    2. What do the educators in preschool believe that Matte på burk can give the children?

    The study was carried out through a qualitative interview study with six educators. During the interviews with the educators it became apparent that the method not only focused on mathematical exercises. The educators also saw that interaction, learning, play and language became included in the method. Those findings are fundamental in the study and are regarded from different authors and theoretical perspectives. The conclusion I have drawn from the study is that the educators has been aware of how they can work with mathematics in a simple way. However, it would have been good if there were several levels of difficulty within the method. Because the way the cans works now, it is the same material in the cans regardless of their age. The educators believe that the method is an ideal tool for mathematics, they also think that the method is a good method to acquire knowledge in more subject areas.

     

  • 131.
    Björnberg, Alexandra
    Södertörn University College, Lärarutbildningen.
    Pedagogisk dokumentation i förskolan: en kvalitativ studie om pedagogers tankar om arbetet med pedagogisk dokumentation i förskolan2009Independent thesis Basic level (university diploma), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to examine through interviews, how preschool teachers describe educational documentation and how they use this educational tool in their everyday activity. To get an overview of what educational documentation can be, the study takes its startingpoint in the educational movement in Reggio Emila in Italy after the second World War, where educational documentation was an important part of the educational philosophy. The background also gives an overwiev of the policy documents for preschools in Sweden. The study shows that educational documentation run the risk of being confused with or reduced to the children’s folders, where the aim is to describe with a few chosen pictures the child’s growth trough the years in preschool. But this is no educational documentation. The study pointed at the educational factor as an important aspect of how teachers describe their work with educational documentation. Further and recurring education is essential in the dynamic profession of preschool education. Leadership seems to be important, especially for the teachers that has not had any further education. The time for work with educational documentation is described as adequate, but when the question of joint refexion came up, the time was said to be too short. The dialogue that is important for the educational documentation does not take place. ICT, Information and Communication Technology, plays an essential part in today´s work with educational documentation. The access to technical equipment and knowledge how to use it is varying and in need of improvement.

  • 132.
    Bladh, Sebastian
    Södertörn University College, Lärarutbildningen.
    Narrativet i skolvärlden: Berättandet i läromedel för historieämnet och dess didaktiska innebörd2008Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [en]

    This article evaluates the narrative and it´s didactic role in historiographic textbooks for schools. The primary study is a comparing qualitative analysis of the narrative in the different textbooks. The result leads to a pedagogical discussion based on Kieran Egans theories about cognitive tools, and how they shape our comprehension. The theoretical background defining and discussing narrative as a concept is partly based on a semiotic view, part linguistic. The main conclusion of the work is how the narrative seems to be a product of discourse in the ways the textbooks differ at the most from each other; Broken down, how the role of the writer and the reader and their conception of the world take part I a significant comprehension of the stories told in history textbooks.

  • 133.
    Blom, Helena
    Södertörn University College, Lärarutbildningen.
    Att arbeta i grupp, är det en bra metod?: En kvalitativ studie av tre lärares syn på och erfarenheter från att arbeta med eleverna i grupp och med grupparbeten i grundskolan2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to discuss various approaches to group work and the importance of different approaches in relation to group work in schools. The study also looks at the results of the children working in different groups and constellations.

    This study is based on what previous research, literature and the tree teachers say about the subject group work and group divisions. Issues: Is there any kind of group work that always works? Does the structure of the tasks have any effect on the outcome? Is there any good reason to choose the teamwork approach that? The method I chose is a qualitative study with a phenomenological approach to the analysis. Three teachers were interviewed; result is presented in themes and concludes with a brief summary. In the theory part is the writer and researcher Kjell Granström frequently referenced when he is an actual person in Sweden in the subject. Furthermore, educators Vygotsky and Gardner’s theories of how children learn and how teachers at school can work with these theories are also important for the study. The study findings demonstrate the importance of teacher's choice of work and an awareness of how different group classifications can affect students' work. This is consistent with previous research Granström and also Forslund Frykedal reached.

  • 134.
    Blomqvist, Linda
    Södertörn University College, Lärarutbildningen.
    En klasslärares och en svenska som andraspråkslärares kommunikationsstrategier i ett flerspråkigt klassrum: En jämförande studie2011Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to illuminate two teachers’ communication strategies when dealing with pupils with another first language than Swedish. One of the teachers teaches Swedish as a second language and the other teacher educates one class in most of the subjects such as mathematic, Swedish and social studies. I make an ethnographic study where I make non-participating observations and shorter interviews with the teachers. The observations lie in focus of my study and were made at eight occasions, four lessons with each teacher.

    My result shows that they have a lot of communication strategies in common, but not all. What makes the strategies different are the teachers different classes, there own different educations and their differences in personality. The Swedish as a second language teacher has the proper education for her teaching subject and the other teacher for her classroom. The most important thing to have in mind when teaching pupils with a second language is to have an intercultural approach which illuminates every pupils needs and that this approach stands as the basis for the education. 

  • 135.
    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.

  • 136.
    Bodin, Patrik
    Södertörn University, Lärarutbildningen.
    Språkets betydelse för matematikinlärningen2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Study aimed to see if the language has bearing on mathematics learning. The study used qualitative interviews of three first grade teachers and one special education teacher.

    The questions asked was:

    • Do the teachers and specialist teacher, at the selected schools, think there is a connection between language difficulties and difficulties in mathematics and in case how is this connection.
    • How does the teachers / specialist teacher make it easier for students to learn mathematics and swedish.

    The study was based on Vygotsky and Piaget teories. In previous research, it is primarily Malmer, Hoines, Lowing and Kilborn who´s been treated. Within the governing documents, it is mainly the compulsory school curriculum Lpo-94, and the curriculum for mathematics treated.

    I hope that the study has conclude that there is a connection between language and mathematics learning.I tried to emerged this through interviews with tree teachers and one special teatcher but i couldn´t. The teatchers couldn`t fint that it was the only reason to why the pupils hade difficulties in mathematics.But in the literature I found the relation between language- and mathematicdificulties.

  • 137.
    Bodnar, Damir
    Södertörn University College, Lärarutbildningen.
    Kursplanen i samhällskunskap A i praktiken: En kvalitativ studie av fem samhällskunskapslärares implementering av kursplanen i sin undervisning2009Student thesis
    Abstract [en]

    This thesis investigates how teachers in political science course A, all from municipal upper secondary schools work with planning their lessons. Due to nationwide regulations and goals set by the The Swedish National Agency for Education, the teachers have to plan their lessons basing on these regulations. However it is not defined how to concretely implement these regulations when planning for the lessons, which may lead to the fact that the teachers’ own interpretations of the regulations cannot be fully avoided in the process of planning for the lessons. The investigation consists of five interviews made with teachers in political science, all from municipal upper secondary schools. The teachers who have taken part in this report come from two different municipal upper secondary schools. The result in this report partly shows that although the basic reference topics set by The Swedish National Agency for Education is the same for each teacher in political science, the planning of the lessons structure can be very different. For example, when the five teachers plan how to make the pupils understand the concept of "democracy", they all planned their lessons having the regulations and goals in mind, but they all have a unique approach in how to prepare for their lessons and explain the concept of "democracy" for their pupils.

  • 138.
    Bohdin, Carina
    Södertörn University College, Lärarutbildningen.
    Förberedelseklass ett mångkulturellt möte av språk, lärande och vänskap: en kvalitativ studie om en grupp nyanlända elever och deras två SVA-lärares tankar om hur verkligheten kan se ut i en förberedelseklass2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In a preparatory class are newly arrived students who have no or very little knowledge of the Swedish language. Some of the newly arrived pupils may have arrived in Sweden very recently and some of them have no or very limited understanding and experience of how the school system works in their country of origin. The purpose of this study is to find out how education in a selected preparatory class works seen from two SVA-teachers and students perspective. 

    Questions related to my purpose reads as follows:

    • In which way can two of the SVA-teachers respond in a selected preparatory class to their group of newly arrived students?
    • What methods can be used by the two SVA-teachers in a selected preparatory class to their group of newly arrived students' language learning?
    • How does the newly arrived student in a selected preparatory class experience their education and friendship?

    The study was conducted through a qualitative approach in a selected preparatory class in a multicultural school in a suburb in southern Stockholm. Through observations on six separate occasions as well as interviews with two of the SVA- teachers in the selected preparatory class, and with three of the newly arrived pupils during a period of three weeks. The results of this study show that in the selected preparatory class, one is actively working to learn the Swedish language and to create a structural learning environment based on trust and friendship. The results also show how easily the structure may fall apart when some teachers lack training in Swedish as a second language, also because of insufficient resources and inadequate guidelines in the selected preparatory class, for the reception of the newly arrived students in school activities for the chosen study area.

  • 139.
    Boman, Helena
    Södertörn University College, Lärarutbildningen.
    Läromedel i Samhällskunskap - En textanalys ur ett mångkulturellt samt interkulturellt perspektiv2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    This survey is a text analysis of 4 teaching books during a ten years period in Social studies from a multicultural and intercultural perspective. Taking as a starting point that society and the school in today’s Sweden are multicultural and in need of more intercultural teaching I explore teaching books in social science to se how they relate to Sweden as a multicultural society and their way of relating to intercultural teachings and compare them. The questions asked are: How do the different books describe the multicultural society in Sweden? What kind of intercultural tools are found in the books? And are there any similarities or differences among these books? The theories used as a starting point are reformulated by the author after theories of Von Wright and Lahdenperä to fit in to the context of a text analysis of teaching books and the method used is a content analysis with its purpose of describing how the books are constructed. I have found that two older books from ten years ago are not describing Sweden as a multicultural society and are not including people with different origin as a natural part of the society. I have also found that there are not much intercultural tools used for increasing the reader’s intercultural understanding. In two older books from 1994 there is a tendency to stereotype people with different origins in and to not describe them as participant members of society. The newer books from 2004 and 2005 are more describing Sweden as a multicultural society both directly and indirectly and they are including people with different origins to be a participant part of the society. It is also reflected that there is always a risk for stereotyping different groups in society by discussing problems but that there are different ways considered to avoid that. The books from today are both using more intercultural tools to increase the reader’s intercultural understanding in different ways.

  • 140.
    Borg, Joakim
    Södertörn University College, Lärarutbildningen.
    “They only phoned when there where trouble”: Parents- and adults experience of parental co-operation with school2008Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    The purpose with this study is to investigate the experiences some adult Romans have of co-operation between Romani parents and school. The study is based on interviews and has been inspired of critical ethnography and hermeneutic theories. What views have the Romani adults and parents on parental co-operation with school? Which strategy do they see as a practical way for improved parental co-operating with school? The study show that the Romani parents who participated in this study do want a very close co-operation and have used strategies of open communication and giving suggestion on how to co-operate with the schools. One of the informants has had the opportunity to give an in-dept interview and this gives an example of a more diversified picture of the Romani parental patterns in relation to school. The adult Ro-mani group that has been interviewed thinks that a close co-operation with school is very im-portant. One suggestion of improvement from the interviewers is teacher-assistans to improve the schools parental co-operation. There where also suggestions that educational efforts of the school is needed for all students and to include knowledge about who the Romani people are and about their history, culture and language. Some of the parents even showed examples of giving suggestions to teachers to increase the contact by writing in a dairy for each student. The parents in this study also reports of institutionalized antigypsyism and discrimination. In that view the in-dept interview gives an explanation to why the co-operation is believed to be so crucial. There is a fear that the public authorities in somewhat way would hurt the Romani children.

  • 141.
    Borgefeldt, Therése
    et al.
    Södertörn University College, Lärarutbildningen.
    Entin, Ingrid
    Södertörn University College, Lärarutbildningen.
    Att tala och att komma till tals: En undersökning om vilka som kom till tals i 1940 års skolutredning2007Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    The purpose of this study is to examine who were given the opportunity to express their opinions in the government proposition concerning the future of the school system – particularly regarding the proposal that pupils do compulsory military service - submitted to the Swedish parliament 21 March 1941. Our focus is mainly on three parts of the proposition: the proposal to introduce shooting- and grenade practice for all pupils, the proposal to introduce an obligatory military leadership training course for teachers and the proposal to introduce an obligatory summer camp for all pupils.

    Using primarily a qualitative method we examine how different opinions and views are expressed in the statements and utterances responding to the pending proposition and who the responders are. We will attempt to clarify who were considered to be undisputed authorities and experts, and whose opinions, for that reason, carried a lot of weight in the decision making process, comparing them to the statements and utterances submitted on a voluntary basis by non-experts. And finally, to what extent the opinions in the statements and utterances were allowed to guide the propositional work.

    Results show that the statements and utterances were submitted by authorities, chapter, county administrative boards and religious, non-profit and political organizations as well as different types of schools, representatives from the Board of Education and elementary school boards not a part of county councils or other types of associations. Government authorities, chapter and county administrative boards were given priority in the proposition and it was their opinions that the proposition came to rely on. The rest were seen as “guiding” rather than deciding factors, and then only selectively, as they were generally lumped together and treated collectively. Most of the time, their opinions were not heard, and when they were it was usually to support and corroborate decisions already made by the decision making and implementing instances.

  • 142.
    Boring, Niklas
    Södertörn University College, Lärarutbildningen.
    Skolans fysiska miljö och hur den påverkar elevernas skoldag: En studie från två skolor2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to examine what students in two schools think of the physical environment in their school, and how this affect their studies. My main question I wanted to answer was:

    How does the students think that the physical environment affect their day in school?

    I also wanted to find out what the students think is important in the physical environment in their school. 

    The study is based on interviews with students i two different schools. One secondary school, in which three eight-grade students were interviewed, and one high school in which two students were interviewed. 

    The result of the interviews is that the students think that their work in school is affected by the physical environment. The most important things is to feel safe in school and to have the possibilities to do studies without limitations in the environment, for example room to do their own studies, and a flexibility and variation in the environment. The interviews also tell that the students think that their possibility to have influence on the environment is important, and that the school listens to their suggestions. The difference between the two schools is significant, and this also shows in how the students describe the environment in their schools. 

    The study also discuss what learning is, and how the environment can be adapted to encourage students to learn, both in class and outside between classes. The environment is also important when it comes to the ability to adapt the pedagogy to the current curriculum, because of the changes in pedagogy that has occured in the decades that has passed since many schools, like the high school in this study, were built.

  • 143.
    Borking, Ulrika
    Södertörn University College, Lärarutbildningen.
    Engelskan i skolan: en undersökning av vokabulär i gymnasieskolans textböcker i engelska2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay reviews vocabulary samples from three different textbooks, which are readers for the basic course in English at an upper secondary school in Sweden. The aim of the study is to determine whether the word samples from the readers’ word lists consist mostly of high- or low frequency words and if the words denote any particular semantic fields. Moreover, the possible use of word frequencies in second language acquisition is also examined. The method used in ascertaining the quality of the words is comparing the word samples to the BNC (the British National Corpus) and analysing how frequently they occur in written and spoken modern English. The results are based on the findings from the analysis made in this study and also compared to current research in the fields of linguistics and language acquisition. The results exhibit both overrepresentation- and absence of words in particular semantic fields. For instance, words from the semantic field concerning ‘food and cooking’ were found to be somewhat predominant. The findings also include support for the use of word frequencies in language acquisition, especially in terms of how words are translated from English into Swedish in the textbooks’ wordlists. The only Swedish synonym given was in some cases item of the least frequent usage in modern English, according to the BNC.  

     

     

     

  • 144.
    Bossér, Janicke
    Södertörn University College, Lärarutbildningen.
    IKT i skolan: Hur några pedagoger och barn ser på IKT i skolan utifrån Arne Tragetons modell Skriva sig till läsning2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this essay, I have examined what has been studied and presented in the theory of ICT in schools. I have based my theory on Arne Trageton’s book Att skriva sig till läsning – IKT i förskoleklass och skola (2005) and theories on children’s reading and writing development.

    The purpose of this study is to determine how teachers and children experience teaching with Trageton’s ICT-based model Att skriva sig till läsning and whether the model is beneficial for children's first reading and writing.

    Through qualitative interviews with two pedagogues from the same school and some children from first grade, I have received answers to my two questions:

    1. How do pedagogues and children experience ICT-based teaching in the context of children's first reading and writing?
    2. How do pedagogues experience the reading and writing development in first- and second-language students when using ICT-based teaching?

    The results showed that both pedagogues and children were positive about the model in which the computer was used as a writing tool in learning to read and write. The teachers felt that the model was suitable for all children according to their conditions.

    The children saw the writing as very enjoyable. For the ICT-based teaching to work properly, the technology has great significance. The usage of computers is not a problem for neither the pedagogues nor the children. Access to computers is perceived as the reason why there are only two scheduled ICT-based lessons a week

  • 145.
    Bovin, Ulrika
    Södertörn University College, Lärarutbildningen.
    Elever som hänger med: en kvalitativ studie om skolsituationen för elever som enkelt klarar skolans uppnåendemål2009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this research has been to find out whether and how teachers stimulate and motivate well achievers in the elementary school to reach a higher level. To gather information I visited two different schools within the same county in Stockholm and on each school I met and interviewed with two teachers. The answers received from these interviews are presented in this study as my results. I found that the teachers feel that students that do well in the classroom many times work as role models for the other students. Often these students require extra material as they usually finish their workload ahead of others. The extra material has two purposes. On one hand the purpose is to help the children reach a higher academic level while on the hand the extra material is used as a distraction to keep the children busy. The seating arrangement in the classroom and ways of grouping the students is also tools to use for teachers to face all kind of children in school. The teachers often feel that the lack of time often forbid them to spend more time with each student. They also feel that the students that do well in school are the ones who suffer when they are the ones to receive the least amount of time as well as attention. To make all students develop equally on their individual levels it is necessary, according to the teachers interviewed, that the teachers find time for all students in the classroom. A lack of recourses always seem to be a problem in the school system but if the organization is well planed and the classrooms and the material is up to date this could help teachers spending their time on their students rather than the organization. In my opinion the teachers are ability to help all their students as well as the group constellation are crucial factors on how well students perform in school. Which seem to be a fact for all students, not only for the well achieving students.

  • 146.
    Bozorgzadehsendi, Aida
    Södertörn University College, Lärarutbildningen.
    Språkinlärning och Språkutveckling: I en förberedelseklass i högstadiet2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Then the language learning process and the approach in a preparatory class differs itself from a general class. The methods conducted in a preparatory class are not just focused on teaching as in a more traditional method. Achieving the objectives in a preparatory class depends on the individual student and the cohesion in the group. Students have different backgrounds and knowledge level, therefore it is extremely important that the teachers use different work methods in order to achieve and to promote the students' language development. The aim with this survey is to get the knowledge about what education methods is being used by teachers in a preparatory class. The study will be based on three teachers work from different schools and the focus will be on the education methods, operation methods and the individualization degree of the education methods.  As we will see the operation methods of all the teachers are based on the same plan and the difference between them are small. The education method on the other hand differs between teachers and depending on the class the teacher will reform the methods to more accommodate the needs of the students in the class. As for the individualization degree of the education methods the study will show that the goals of the methods do not get achieved due to lack of resources. The teachers do not have the time to individualize the education for each student to the degree that is written in the national school plan.    

  • 147.
    Brandström, Sara
    Södertörn University College, Lärarutbildningen.
    Inte som alla andra!: En kvalitativ studie om hur elever med ADHD upplever sin skolgång2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background: In the schools today it is common that teachers talk about children with special needs and children with “Attention Deficit Hyperactivity Disorder” – ADHD. You can often hear people discuss about children with ADHD from the teachers point of view, that pupils are hard to handle and that they do not know how to create a good relationship with them. But you seldom hear anyone talk about school from the children’s perspective, how they feel, think and experience their school attendance. 

    Purpose: The purpose of this qualitative study was to examine how a functional disability like ADHD can effect a childs schooling and also to show how pupils with ADHD themselves experience their school attendance and how they are being treated by teachers and other pupils.

    Method: In order to investigate this, five interviews was carried out with students in the the ages of 16-25. I was interested in their experiences from their years in compulsory school, first to ninth grade. The theoretical basis in this study has been Vygotskijs socio-cultural perspective and concepts such as self-esteem and individualization.

    Result: The result of the interviews shows that large classes and disturbing noises in the classroom affected the pupil’s concentration in a bad way. They felt that their teachers did not listen or understood their complex of problems, which resulted in frustration, disappointment and anger, which often led to conflicts. They also felt that the teachers very often criticized and punished them, which resulted in more frustration and decreased self-esteem. All respondents felt a kind of alienation because of the treatment from teachers and other children.

    Conclusions: One of the conclusions in this study is that the teachers did not have enough knowledge, understanding or competence to give the pupils the support they required, and therefore, this study emphasizes the importance of further education for teachers.

  • 148.
    Brinkestål, Marie
    Södertörn University College, Lärarutbildningen.
    Dömd eller bedömd?: en studie om bedömning av de nationella proven ur ett lärarperspektiv2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to analyze the assessment of the national tests seen from the teacher’s perspective. The national tests are performed in the Swedish school, classes 3, 5, 9, and the upper secondary school (gymnasiet). There has been an ongoing discussion regarding assessment and grading for a long time and it is of high interest now more than ever. The last control assessment done in 2009 by the department of school inspections on the order of the Swedish government, showed big differences between the assessments done by the teachers, and the assessments completed by the department of school inspections. In order to get a good picture of how the teachers are experiencing the execution and assessment of the national tests we interviewed six teachers from the classes that are performing the test. The questions that this study is based on are: 

    • Do the interviewed teachers experience that the basis for assessing the national test is at risk for arbitrary interpretation and hence become unjust and misjudged?
    • Is the professional role of the teacher influenced by the results the students are getting on the national tests?
    • Do the interviewed teachers experience pressure from the head of the school that the students are expected to grade high at the national tests?

    Lev S Vygotskij, John Dewey, and Howard Gardner have in their research influenced large parts of the daily activity in the Swedish schools. By studying children’s development they suggest several approaches for the students to develop their skills. Korp discuss in hers thesis the inequity that many times occurs in the assessment of the national test in Swedish schools.

    The results of this study showed that the interviewed teachers were comfortable with the instructions for execution and assessment of the national test. In addition, they also were of the opinion that independent assessment could be more just. However, one issue raised against the independent assessment is that the student the does not have the option of explaining an unclear answer to a question to the assessing teacher. This would not be of benefit for the student which has also been shown in literature and research.

  • 149.
    Brixing, Alexandra
    Södertörn University, Lärarutbildningen.
    "Torka bord, ingår det verkligen i förskollärararbetet?": En empirisk studie om olika kunskapsformer samt samarbete, ledarskap och ansvar mellan förskollärare och barnskötare på förskolan2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study departs from the discussion in Swedish society concerning preschool teachers’ responsibilities as visualized in the revised curriculum and the introduction of teacher license registration.The study is aimed at understanding, through qualitative interviews, what four active pedagogues involved in pre-school feels about the changes, which are this study’s main issues: the concept of cooperation, leadership and responsibility, experience and practical knowledge and theoretical knowledge. Further, there is some history about kindergarten and preschool teachers’ background. The purpose of this study is to highlight the issue of interaction between practical knowledge and theoretical knowledge as well as the cooperation of the people involved in preschool.The results section is dealing with the four pedagogues, who are and have been active in pre-school for at least five years, to be presented and then discussed in relation to the concepts and previous research.

    The study results have indicated more clearly that the two preschool teachers and the two childminders have different views on the differing roles. In sum I believe that preschool teachers find that responsibility and leadership in some way lies on their shoulders, but they’re pointing more to the team, including both preschool teachers and childcare workers, for cooperation. You can sense that they do not want to take full responsibility themselves. Childcare workers are on the other hand looking for more leadership from the preschool teachers and expect that they should take the responsibility they have been educated and are paid for. The two childcare workers are not as strict in the terms of roles. One of them expresses that many teachers in the preschool are doing a good job regardless of theoretical knowledge. As a result, I would highlight that it is the pedagogues without theoretical knowledge that emphasizes that theoretical knowledge is crucial for the responsibility part, despite the fact that all four teachers believe that practical knowledge is important. Finally, this study includes suggestions for further studies in the subject: on particular, why do preschool teachers and childcare workers in this study feel so different depending on their own level of education?

  • 150.
    Broberg, Camilla
    Södertörn University, Lärarutbildningen.
    En vetenskaplig essä om utomhuspedagogikens möjligheter och svårigheter för barn med koncentrationssvårigheter2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This scientific essay is based on four self-perceived situations that all takes place in an outdoor environment. The children are aged seven to nine years. At least one of the children in the groups has some type of concentration difficulties. I have combined my practical experience with literature and previous research regarding outdoor education and children with concentration difficulties. Based on this I have tried to interpret and reflect on the opportunities and problems with outdoor education for children with concentration difficulties, especially so called situational concentration difficulties. I have also reflected on my role as a teacher for these children in the outdoor environment. I have divided my reflection into three perspectives; the active perspective, the individual perspective and the interaction perspective. I have found information supporting that practical element in teaching helps children with concentration difficulties in the learning process. I also believe that an outdoor environment provides great opportunities in such practical pedagogy. However, the teacher has to do a lot of planning and needs a lot of knowledge of children with special needs. In my opinion, outdoor education can also be used to strengthen children with concentration difficulties from an individual perspective and give them a positive experience. This applies if the outdoor activities are tailor made to the individual. Cooperative learning in an outdoor environment can strengthen children with concentration disorders if the composition of the group is adapted to the child. If the teacher does not meet the high demands regarding outdoor teaching, the benefits might quickly become negative experiences for children with concentration difficulties.

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