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  • 101.
    Victor Tillberg, Lotta
    et al.
    Kungliga Tekniska högskolan.
    Tillberg, Peter
    Kungliga Tekniska högskolan.
    Uppföljning2000Inngår i: Pedagogiska grunder / [ed] Mikael Lindholm, Stockholm: Försvarsmakten , 2000, s. 302-327Kapittel i bok, del av antologi (Fagfellevurdert)
  • 102.
    Vollertzen, Emily
    Södertörns högskola, Lärarutbildningen.
    Vi var här först, gå!: En vetenskaplig essä om hur barn på fritidshemmet kan ingå i destruktiva grupperingar, och hur vi pedagoger kan stötta dem i att ingå i större sammanhang med andra klasskamrater.2017Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study takes its starting point in a person experience where I had a difficult time dealing with a group of students who had come together in a formation when they spent time away from their classmates during the first weeks of having after-school activities. The other children later felt excluded by the group that had then taken form. Using different methods, I attempted to get the group in question to participate in activities with the other children, but my efforts were in vain. With the help of Etienne Wenger’s theory of the alliance building and communities of practice, I want to investigate in finding answer to why the children grouped themselves in this way and the investigation in its turn led me to reflecting upon if the children felt secure at the after-school center. The aim of this investigation is to contribute to increasing the sense of fellowship among the children at the after-school center and to help me, as well as other working educators, to find tools for how one can take action in similar situations. The method I have chosen to use for the study is the academic essay, and the question I seek to answer is: How can I, as an after-school educator, work so that everyone in a class can be included in the same community? I conclude that I have not found a solution but rather an opening for how I can support the group as they develop confidence in us adults and become secure participants in the operations together with the other children. Such an opening can occur, for example when the children in the group are fighting with each other, or when there are other ways to reach these closed groups of children. When these openings occur, it is especially important for the pedagogue to not try to seize the opportunity and split the peer group. Instead, it is important that the adults are trying to build the children's confidence in them by treating them with respect and take the time to try to see each child.

  • 103.
    Werner, Petra
    Södertörns högskola, Institutionen för kultur och lärande, Estetik. Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Att befolka sina inre rum2014Inngår i: Konst och lärande: essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, s. 481-504Kapittel i bok, del av antologi (Fagfellevurdert)
  • 104.
    Werner, Petra
    Södertörns högskola, Institutionen för kultur och lärande, Estetik. Södertörns högskola, Lärarutbildningen.
    Ett medialt museum: lärandets estetik i svensk television 1956-19692016Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This thesis investigates the aesthetic interpretation of learning processes in television produced and broadcast in Sweden between 1956 and 1969. The thesis explores how these programmes are linked to concepts of Bildung by their aesthetics, by which the intangible cultural heritage is entrusted in the form of oral and visual traditions, storytelling and games/play, where learning is the common denominator. The programmes are divided into three categories: aesthetics of attentiveness, aesthetics of tale/storytelling and aesthetics of play. The detailed, thick, descriptions of the programmes emanating from the close-readings shall be, together with the aesthetic categories that I have formulated and expressed in a model, regarded as the survey’s key findings. The starting point of the central theoretical model of the thesis is André Malraux’s idea of an imaginary museum of imagination in which photo reproductions can constitute a collective memory, and thus bepart of an intangible heritage. Based on this idea of ​​an imaginary museum, I have constructed a conceptual model called a medial museum, valid in its own time as well as for posterity. The theoretical models that the study gain support from are characterized by phenomenological and hermeneutical perspectives, as I refer to  a phenomenological-hermeneutical method when analysing the programmes, and at the same time underline the phenomenological-hermeneutically based aesthetics in the analysed programmes, where aesthetic interpretation of learning processes in terms of attentiveness, tale and play is of a phenomenological-hermeneutic character. For a broad perspective on learning processes, theoretical support is acquired both from the German philosopher Hans-Georg Gadamer and his hermeneutic of traditions and from the French philosopher Jacques Rancière and his emancipatory ideas of pedagogy and aesthetics. Furthermore, the French philosopher Paul Ricœur and his thoughts on importance of storytelling for knowledge formation have had significant influence on the work. Regarding the concepts of play, I have made use of both Gadamer’s ideas of ​​art experience as play and of Donald W. Winnicott’s theories about play as transitional area. In the programmes’ aesthetics is found a depiction of a broadened interpretation of Bildung, where processes of learning comprise a direct sensual perceiving, attentiveness, storytelling/tale and play. Moreover, within the programmes’ managing of an intangible cultural heritage, I have found an expression of an interplay between modernity and tradition, with emphasis on the historical significance of the present, and rooting in the past of everyday life, where expectation on the future and the memory of the past can co-exist. To summarise, the study suggests the possibility to understand aesthetics as an epistemology using sensuous experience as basis for a conceptual knowledge about how to understand the world. Thereby, one can comprehend aesthetics as pedagogy per se.

     

  • 105.
    Westerberg, Nadia
    Södertörns högskola, Lärarutbildningen.
    Integrering av estetiska uttrycksformer i kärnämnen matematik och modersmål: En jämförande studie av en svensk och en rysk lärare2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of my examination work was to compare and research how russian respective swedish teachers make use of educational aesthetic methods such as drawing, drama, music and dance in the teaching of core school subjects – mathematics and swedish respective russian languages. The aim of this work was to find out which of these methods are used by pedagogues in the process of education and on what level are they integrated into the theoretical pedagogic work. The point was to also analyse the regulation documents used as pedagogical base in schools i've been doing my survey in. This was done to partly find out what arts perspective is given in the curriculum and partly to see what pieces of it are reflected in the process of education. I compared the pedagogic organisation and methods practiced in the classes I've researched. That helped to get the whole picture and possible image of overall students' performance.

    The questions I used as core:

    •    What aesthetic forms of expression are used by teachers in the process of education?

    •    On what level are they integrated into the theoretical work?

    •    What support to the art perspective is given in the curriculum?

    Secondary question that helped me to clarify the answers was:

    •    What parts of curriculum are reflected in the education process?

    My survey was built on a qualitative research method, that included my own observations and interviews with teachers in both Russian and Swedish schools.Summing up, I've learned that aesthetic forms of expression used by the russian teacher were: drawing, drama, dance and music. These methods integrate with mathematics and russian on different levels.The aesthetic forms of expression used by the swedish teacher are drawing, usually integrated with mathematics and language subjects, and music, used mostly in swedish lessons. The comparison of methods and organisation lined out great difference between how the learning proccess is organised by the russian and the swedish teachers. The bad part here is that it can influence pupils' performance, according to PISA studies.To sum up, I've come to a conclusion that the swedish curriculum is more supportive and contains more concrete examples on how the learning process should be organised, taking into account the art perspective, compared to the russian learning plan, that lack the art perspective for the major part.

  • 106. Wigsten, Adrian
    Polisiärt beslutsfattande i kritiska situationer2020 (oppl. 1)Bok (Annet vitenskapelig)
    Abstract [sv]

    ”En smal korridor låg framför mig. Lysrören i taket kastade sitt ljus över gula väggar med klädkrokar på båda sidorna. Höga smällar hördes från en dörröppning till höger lite längre fram i korridoren. Pågående dödligt våld. Ett par snabba steg senare stod jag vid dörröppningen, men väl där gick hjärnan snart på högvarv för att hitta fotfästet i en situation jag inte visste fanns.”

    En polis behöver kunna fatta beslut i kritiska situationer där taktik, juridik, etik och andra faktorer alla spelar in. Det är komplexa beslut, men de behöver inte upplevas som svåra om man är rätt förberedd.

    I den här essän analyserar polisinspektör Adrian Wigsten två fall av beslutsfattande där förutsättningarna visade sig vara helt olika.

  • 107.
    Wingren Björk, Amanda
    Södertörns högskola, Lärarutbildningen.
    "Titta! Vi håller på att lösa ett problem, vill du vara med?": En essäuppsats om pedagogers delaktighet i barns lek2017Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Abstract [en]

    This essay begins with a story that reveals the encounter between pedagogues and children in their free play. In the first part, To be with or stand outside I describe how me and my colleague who are in the pre-school yard meet children through the different ways we participate or don’t participate in their play. In the second part To lose participation, I present a situation where I participate in the children’s play. When I start reflecting on what happens among the other children, I lose my participation on the game. With a starting point in these situations my dilemma becomes how we pedagogues act and interpret children’s play in different ways even though we follow the same curriculum. The purpose of this essay is to investigate pedagogue’s participation in children’s play. I reflect on questions about what is happening in children’s play, what role do pedagogues have regarding children’s play and how children´s play affects by participant pedagogues. In my essay, I try to reflect over the meeting between me, my colleagues and the children on the pre-school yard. In the essay, I rely on Rogers Säljö’s sociocultural theory on how individuals are influenced by the interactions around them. In this case, I refer to the children’s interactions with their surroundings. I reflect upon how pedagogue’s participation is both important for understanding children’s play, but also in creating fun-filled learning. I also reflect on how children’s play must be respected and handled with care in order to not be interrupted or disturbed. During my writing, I have gained an understanding of how educators can be present in children’s play and how a varied view of educators can create a more nuanced approach toward the child group.

  • 108.
    Yacoub, Mechlin
    Södertörns högskola, Lärarutbildningen.
    Digitala läromedel i undervisningen i ämnet svenska för årskurs 4: Digitalisering och en inkluderande undervisning2018Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study is based on teachers ‘perception of how digital tools affect pupils' ability to write in the subject Swedish in the 4th grade. The purpose is to investigate how the teachers use and work with digital tools in writing lessons during the Swedish lessons. The questions that the study will be based on are: How do the Swedish teachers use the digital tool, tablet, in their Swedish education? How does the Swedish teacher in the 4th grade perceive the spelling and writing of the pupils by the digital tool, tablet? The study consists of qualitative methods based on observations and interviews. Data has been collected through four observations with two teachers and four interviews with four teachers. The result has shown that all teachers use the tablet as a digital tool in the writing course, in the Swedish subject. The main tool is used in teaching to produce texts in different forms, but also for all pupils to feel involved regardless of the intended ability or needs. The result also shows that teachers feel that the use of digital tools influences pupils' motivation for learning mostly positively. Two of the teachers think that traditional writing reinforces the writing skills of pupils because they can practice writing letters while the other two teachers prefer to use the tablet as pupils perform better in writing. Furthermore, the result has shown that text writing on the tablet has led the pupils to develop and process their texts more compared to handwriting. Tablet use can also have positive and negative effects on pupils' writing development. The conclusion of the study is that the use of the tablet typically has a positive effect on the pupils' writing development in the production of texts.

  • 109.
    Yacoub, Mechlin
    Södertörns högskola, Lärarutbildningen.
    Talängslan i klassrummet: En kvalitativ studie om lärares arbete med talängslan i svenskämnet i årskurs 4 vid muntlig framställning2017Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study is based on teachers' experiences of how they work with speech anxiety pupils inthe classroom in the Swedish subject in 4th grade at verbal presentations and opinions. The purpose is to find out how a teacher understands and supports a speech fear pupil in oral submissions and opinions. The questions that the study will be based on are: What methods and working methods are used to prevent and promote pupils' talents? How does the teacher visualize and supports speech anxiety pupils in the classroom at oral presentations and opinions? In what way is the work of rhetoric benefiting speech anxiety pupils? The study consists of qualitative methods based on observations and interviews. Data has been collected through four observations and three interviews.

    The result has shown that in the classroom there are between three and five pupils who either suffer from speech anxiety or who are merely silent. Oral presentations are something that most pupils feel discomforted and therefore the teacher adjusts the teachings according to the pupil's needs and prerequisites. The teacher has varied teaching to enable all pupils to feel included, thus creating confidence and self-esteem through different working methods andgroup size. Furthermore, it was found that the teachers work with a good classroom climate for the student's learning and development. To get a functioning classroom and education, the class must work socially. The conclusion is that teachers already at the lower stage work deliberately and actively with oral requests for the pupils to become good talents in the long run. It is essential that a safe classroom environment is created, and that the teacher communicates with pupils who do not speak about their needs. In addition, it's important that speech anxiety and silent pupils get practice in speaking so they can strengthen their speech, become more visible and comfortable with their speech in front of other pupils

  • 110.
    Zetterqvist Blokhuis, Mari
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Centrum för praktisk kunskap.
    Lundgren, Charlotte
    Linköping University.
    Riders' Perceptions of Equestrian Communication in Sports Dressage2017Inngår i: Society and Animals, ISSN 1063-1119, E-ISSN 1568-5306, Vol. 25, nr 6, s. 573-591Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this study is to enhance the understanding of how sport dressage riders describe rider-horse communication when riding, and to relate these descriptions to current research on human-horse communication. Interviews with 15 amateur dressage riders were analyzed using a qualitative approach. The study shows that the interviewed riders describe the communication with the horses partly in a behavioristic way, applying concepts based on learning theory, which deviate from the description of riders as lacking understanding of these concepts put forth by some researchers. The riders connect the timing of their aids to equestrian feel, which they describe as the most difficult yet the most awarding aspect of the interspecies communication that riding is. Simultaneously, they acknowledge that horses are fully capable of choosing to listen to and cooperate with their requests.

  • 111.
    Öberg, Petter
    Södertörns högskola, Lärarutbildningen.
    Vart tog kärleken vägen?: En uppsats om den tudelade yrkesroll jag som lärare mot fritidshem är verksam i och vilka utmaningar jag står inför2019Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med uppsatsen är att synliggöra och öka kunskap om den tudelade yrkesroll som lärare mot fritidshem med läraruppdrag, i detta fall idrottslärare, ställs inför. Uppsatsen är skriven i essäform där jag, genom att beskriva faktiska exempel från mina arbetslivserfarenheter, belyser att den tudelade yrkesrollen föder en mellanposition. Den första situationen jag beskriver handlar om den irritation som skapas hos en förälder när jag inte hinner återkoppla att hennes dotter har råkat ut för en incident under idrotten, därför att planerings- och reflektionstid inte hinns med i mitt läraruppdrag. I den andra situationen belyser jag problematiken med att inte lyckas nå fram till elever som bråkar på fritidshemmet eftersom jag inte har medverkat i deras klassrum under skoldagen utan befunnit mig i idrottssalen med olika klasser. Och det sista exemplet handlar om en missnöjd pappa som vill få återkoppling kring hur hans barns dag har varit, även här för att jag inte har följt eleven under dagen.  Genom ett djupdyk i dessa exempel från min arbetslivserfarenhet reflekterar jag över hur det fritidspedagogiska uppdraget påverkas av min tudelade yrkesroll, där jag arbetar som idrottslärare på förmiddagen och i fritidshemmet på eftermiddagen. Reflektionsdelen är uppdelad i tre delar – Praktisk kunskap, Mellanpositionen och Den tredjerollen som uppstår. Vidare lyfter jag min egen självbild och hur den påverkas av detta dilemma.

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