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  • 101.
    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.

  • 102.
    Briell, Tove
    Södertörn University, School of Culture and Education.
    Förväntningar och erfarenheter kring skolledarskap: en jämförande studie ur lärarperspektiv2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background: There have been several reforms within the Swedish educational system since the 1960´s, not only within the elementary school but also within the teachers’ education and the school leaders´ educational program.

    Aim: My aim with this study is to explore if teachers´ expectations and experiences of school leadership have changed since the many educational reforms began in the 1960´s.

    Method: For this study I have a used a comparative design. By making qualitative interviews with five teachers born in the 1940´s and five teachers born in the 1980´s I have then analyzed the result.

    Result: Regardless of the 40 years of age difference and the multiple reforms within the educational system in Sweden the result shows that the teachers in this study did not have any clear expectations on their school leaders as they started their careers.

  • 103.
    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.

  • 104.
    Broman, Lovisa
    et al.
    Södertörn University, Teacher Education.
    Holmlund, Karin
    Södertörn University, Teacher Education.
    Anknytning som ett gummiband: En essä om anknytningens betydelse under barnets introduktion i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

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

  • 105.
    Bron Jr, Michal
    Svenska Akademiens Nobelbibliotek.
    Adult basic education in Yugoslavia1983In: Adult basic education / [ed] Ronald J. South, Amersfoort: EBAE , 1983, p. 137-144Chapter in book (Other academic)
  • 106.
    Bron Jr, Michal
    Uppsala universitet, Pedagogiska institutionen.
    Adult Education and (Dis)integration Processes in Yugoslavia1985Book (Other academic)
  • 107. Bron Jr, Michal
    Adult education contribution to awakening and perpetuating national identity: A hundred years of relevant work in Poland1994In: National Identity: Challenge and Risk: Consequences for Adult and Continuing Education / [ed] Franz Pöggeler, Frankfurt am Main: Lang , 1994, p. 111-123Chapter in book (Other academic)
  • 108. Bron Jr, Michal
    Adult education in extra-ordinary situation: A position paper1990In: The State and Adult Education: Historical and systematical aspects / [ed] Franz Pöggeler, Frankfurt am Main: Lang , 1990, p. 73-83Chapter in book (Other academic)
  • 109. Bron Jr, Michal
    Adult educators training in Polish universities and colleges: Organisation and content1981In: Policy and Research in Adult Education / [ed] . Harvey Brian, Daines John, Jones David, Wallis John, Nottingham: The University of Nottingham , 1981, p. 92-Chapter in book (Other academic)
  • 110.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    Analfabetyzm na świecie1980In: Oświata Dorosłych, ISSN 0472-2191, Vol. 24, no 6, p. 298-Article in journal (Other academic)
  • 111. Bron Jr, Michal
    Andragogical problems studied in Poland in 1976-19801982In: International Journal of University Adult Education, ISSN 0074-3992, Vol. 21, no 1/3, p. 50-69Article in journal (Other academic)
  • 112.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    Charakterystyka uczestników radzieckich szkół wieczorowych1979In: Oświata Dorosłych, ISSN 0472-2191, Vol. 23, no 5, p. 261-264Article in journal (Other academic)
  • 113.
    Bron Jr, Michal
    Södertörn University, Södertörn University Library.
    Civil society in Russia: A non-existent phenomenon?2001In: Adult Education and Democratic Citizenship IV / [ed] Schemman, Michael & Bron Jr, Michal, Kraków: Impuls , 2001, p. 161-176Chapter in book (Refereed)
  • 114. Bron Jr, Michal
    [Comments on a paper by] Mieczyslaw Malewski: The vision of a 'good state' in the practice of adult education in Poland1995In: Adult Education and Democratic Citizenship / [ed] Michał Bron Jr & Mieczysław Malewski, Wroclaw: Wyd. UWr , 1995, p. 94-96Chapter in book (Other academic)
  • 115. Bron Jr, Michal
    [Comments on a paper by] Peter Mayo: Towards a process of tranformative adult education. A Maltese case study1995In: :] Adult Education and Democratic Citizenship / [ed] Michał Bron Jr & Mieczysław Malewski, Wroclaw: Wud. UWr , 1995, p. 116-119Chapter in book (Other academic)
  • 116.
    Bron Jr, Michal
    Södertörn University, Södertörn University Library.
    Democracy building and adult education: A case of Russia2002In: Die Zukunft des lebenslangen Lernens / [ed] Paape, Björn & Pütz, Karl, Frankfurt am Main: Lang , 2002, p. 317-330Chapter in book (Refereed)
  • 117.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    Dostęp do szkolnictwa wyższego w Europie:  Analiza1982Report (Other academic)
  • 118.
    Bron Jr, Michal
    Uppsala universitet, Pedagogiska institutionen.
    Education and Multi-Cultural Societies: The Case of Yugoslavia1985Report (Other academic)
  • 119.
    Bron Jr, Michal
    Stockholm University, Institute of International Education.
    Education and Multi-Cultural Societies: The Case of Yugoslavia1985Report (Other academic)
  • 120.
    Bron Jr, Michal
    Uppsala universitet, Pedagogiska institutionen.
    Główne kierunki rozwoju oświaty dorosłych za granicą1986In: Encyklopedia oświaty i kultury dorosłych / [ed] Wojciechowski, Kazimierz, Wroclaw: Ossolineum , 1986, p. 86-89Chapter in book (Other academic)
  • 121.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    Główne kierunki rozwoju uniwersytetów i ich rola jako centrów naukowo-metodologicznych w doskonaleniu szkolnictwa wyższego: Tezy1981Report (Other academic)
  • 122.
    Bron Jr, Michal
    Uppsala universitet, Pedagogiska institutionen.
    Instytuty oświaty dorosłych1986In: Encyklopedia oświaty i kultury dorosłych / [ed] Wojciechowski, Kazimierz, Wroclaw: Ossolineum , 1986, p. 94-97Chapter in book (Other academic)
  • 123.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    Jugosłowiańskie towarzystwa andragogiczne1977In: Oświata Dorosłych, ISSN 0472-2191, Vol. 21, no 5, p. 265-268Article in journal (Other academic)
  • 124.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    Kierunki doskonalenia organizacji studiów dla pracujących: Na przykładzie doświadczeń radzieckich i jugosłowiańskich1979Report (Other academic)
  • 125.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    Kierunki rozwoju studiów dla pracujących w latach 80-tych: Tezy1981Report (Other academic)
  • 126. Bron Jr, Michal
    Komiks – podręcznikiem historii1972In: Z Warsztatu Podręcznika, no 9/10, p. 73-77Article in journal (Other academic)
  • 127. Bron Jr, Michal
    Koncepcja podręczników do nauczania historii w szkole realnej w Danii.1972In: Z Warsztatu Podręcznika, no 9/10, p. 68-73Article in journal (Other academic)
  • 128.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    Kształcenie ustawiczne – oświata dorosłych – oświata cykliczna1976In: Oświata Dorosłych, ISSN 0472-2191, Vol. 20, no 10, p. 590-592Article in journal (Other academic)
  • 129.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    Kształcenie  ustawiczne i studia dla pracujących: Raport z badań1980Report (Other academic)
  • 130. Bron Jr, Michal
    Kształcenie wewnątrzzakładowe w Jugosławii1981In: Oświata Dorosłych, ISSN 0472-2191, Vol. 25, no 10, p. 606-610Article in journal (Other academic)
  • 131.
    Bron Jr, Michal
    Instytut Badan Pedagogicznych, Warszawa.
    Kwadryga – nowa forma kształcenia korespondencyjnego w RFN1974In: Oświata Dorosłych, ISSN 0472-2191, Vol. 18, no 5, p. 307-309Article in journal (Other academic)
  • 132.
    Bron Jr, Michal
    Södertörn University College, Södertörn University Library. Södertörn University College, Centre for Baltic and East European Studies (CBEES).
    LLL EDC - Interesting and Relevant Initiatives (IRIs)  Poland2008Report (Other academic)
  • 133. Bron Jr, Michal
    Lost identity: The decline of adult education in Yugoslavia1992In: Education in East/Central Europe / [ed] Arild Tjeldvoll, Buffalo, NY: Comparative Education Center , 1992, p. 331-349Chapter in book (Other academic)
  • 134.
    Bron Jr, Michal
    Uppsala universitet, Pedagogiska institutionen.
    Międzynarodowa Organizacja Pracy1986In: Encyklopedia oświaty i kultury dorosłych / [ed] Wojciechowski, Kazimierz, Wroclaw: Ossolineum , 1986, p. 162-164Chapter in book (Other academic)
  • 135.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    Międzynarodowe instytuty oświaty dorosłych1981In: Oświata Dorosłych, ISSN 0472-2191, Vol. 25, no 5, p. 276-280Article in journal (Other academic)
  • 136.
    Bron Jr, Michal
    Uppsala universitet, Pedagogiska institutionen.
    Ogrody działkowe1986In: Encyklopedia oświaty i kultury dorosłych / [ed] Wojciechowski, Kazimierz, Wroclaw: Ossolineum , 1986, p. 195-196Chapter in book (Other academic)
  • 137. Bron Jr, Michal
    Ogrody działkowe a wychowanie1972In: Oświata Dorosłych, ISSN 0472-2191, Vol. 16, no 6, p. 349-352Article in journal (Other academic)
  • 138. Bron Jr, Michal
    Ośrodki badań andragogicznych w Polsce1981In: Oświata Dorosłych, ISSN 0472-2191, Vol. 25, no 9, p. 526-536Article in journal (Other academic)
  • 139.
    Bron Jr, Michal
    Instytut Badan Pedagogicznych, Warszawa.
    Ośrodki międzynarodowych spotkań oświatowych1975In: Oświata Dorosłych, ISSN 0472-2191, Vol. 19, no 7/8, p. 445-447Article in journal (Other academic)
  • 140.
    Bron Jr, Michal
    Uppsala universitet, Pedagogiska institutionen.
    ”Pedagogisk skicklighet” i östeuropeisk och västtysk litteratur1988Report (Other academic)
  • 141.
    Bron Jr, Michal
    Instytut Badan Pedagogicznych, Warszawa.
    People engaged in adult education research in Poland1976In: Convergence, ISSN 0010-8146, Vol. 20, no 1, p. 43-44Article in journal (Other academic)
  • 142.
    Bron Jr, Michal
    Södertörn University, Södertörn University Library. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Pitfalls in comparative studies: Inherent and self-styled dangers2008In: Comparative Adult Education 2008: Experiences and examples / [ed] Reischmann, Jost & Bron Jr, Michal, Frankfurt am Main: Lang , 2008, p. 65-80Chapter in book (Refereed)
    Abstract [en]

    Every academic endeavour faces a number of problems that have to be dealt with. The goal of this chapter is to raise an awareness of the risks of falling into various traps awaiting researchers in comparative adult education. When pursuing an inquiry, a researcher in comparative studies can encounter three types of problems: (a) Difficulties typical for all research undertakings within the social sciences, such as objectivity, reliability, validity, selection, sustainability, reactivity, interpretation or consistency. Since these methodological difficulties are common to all research in the social sciences, this chapter does not pursue further discussion on the topic. (b) “Obstacles” – the most frequent are the lack of comparable information, variation in the quality and reliability of statistics, lack of uniform definitions, incurrence of travel expenses, communication problems, and the dependency on foreign contributors/information. Obstacles are considered as ‘normal’ because they must be tackled in almost every comparative research undertaking. They cannot be avoided and occur frequently enough to be consid¬ered as inherent to this type of study. Obstacles are often ‘objective’ or ‘exter¬nal’ to a researcher. (c) Pitfalls, however, are a more intricate phenomenon. They are often uncon¬scious mistakes, ignorant assumptions, or self-inflicted misinterpretations. A pitfall is usually a ‘self-styled danger,’ because the problem stems from the limited understanding of a researcher. Thus, a researcher, a team leader, or an editor is ultimately accountable for the pitfall. The objective of this chapter is to increase an understanding of pitfalls in com¬parative research, in order to prevent falling into such traps

  • 143.
    Bron Jr, Michal
    Södertörn University, Södertörn University Library. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Policies Analysis – Polish country report2007Report (Refereed)
    Abstract [en]

    Polish policy regarding adult education for democratic citizenship (EDC) is still to be formulated. Based on an extensive study of various documents, coupled with strong public utterances from leading politicians, one can only conclude that in Poland there exists no coherent EDC policy. While there is a growing number of official documents stating the importance of strengthening civil society, educational provisions for adults that would directly address issues of EDC are still to be designed and implemented

  • 144.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    Próby modernizacji studiów dla pracujących: Przegląd dokonań zagranicznych i polskich1977Report (Other academic)
  • 145.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    [recension av:] A. Darinskij (red.): Večernaja škola. Metodologičeskije rukovodstvo dlja rabotnikov večernej (smiennej) školy, Moskva 19781978In: Oświata Dorosłych, ISSN 0472-2191, Vol. 22, no 10, p. 552-554Article, book review (Other academic)
  • 146.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    [recension av:] Allan H. Charnley: Paid Educational Leave. A report of practice in France, Germany and Sweden, London 19751978In: Badania Oświatowe, Vol. 22, no 1, p. 125-128Article, book review (Other academic)
  • 147.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    [recension av:] Alphabétisation 1972-1976. Progrès de l’alphabétisation dans les divers continents, Paris 19791980In: Oświata Dorosłych, ISSN 0472-2191, Vol. 24, no 8, p. 508-509Article, book review (Other academic)
  • 148.
    Bron Jr, Michal
    Instytut Badan Pedagogicznych, Warszawa.
    [recension av:] Andragogija. Časopis za obrazovanje odraslih i kulturu 1971 Nos. 1-1971In: Oświata Dorosłych, ISSN 0472-2191, Vol. 16, no 1, p. 56-60Article, book review (Other academic)
  • 149.
    Bron Jr, Michal
    Instytut Badan Pedagogicznych, Warszawa.
    [recension av:] Andragogija. Časopis za obrazovanje odraslih i kulturu 1972 Nos 1-61974In: Oświata Dorosłyc, ISSN 0472-2191, Vol. 17, no 6, p. 371-374Article, book review (Other academic)
  • 150.
    Bron Jr, Michal
    Instytut Badan Pedagogicznych, Warszawa.
    [recension av:] Andragogija. Časopis za obrazovanje odraslih i kulturu 1973 Nos 1-121975In: Oświata Dorosłych, ISSN 0472-2191, Vol. 18, no 4, p. 246-251Article, book review (Other academic)
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