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  • 151.
    Broberg, Caroline
    Södertörn University, Lärarutbildningen.
    Det komplexa mötet mellan intentioner och upplevelser: Intervjustudie om hur några grundskollärare uppfattar en ny läroplan2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay takes its starting point in the making of a new national general school curriculum for the Swedish elementary school. The purpose of this essay is to estimate what the policy makers intended with the new policy documents and relate that to how a few teachers perceive these changes. In order to get an understanding of how the teachers view these changes I have done qualitative interviews with four teachers which all work in the Swedish elementary school.

    Theories on "implementation" and "street-level bureaucracy" are used to analyse my empirical material. My results tell that there is a difference how teachers relate to the new curruculum and the policy makers' intentions with it. That can be explained by the fact that teachers' work is complex and as to they work in a complex organization.

  • 152.
    Brändström, Kristina
    Södertörn University, Lärarutbildningen.
    Att verbalisera matematiken: en studie om matematik och språk i förskoleklass2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background: Mathematics is a subject that many students perceive as difficult. In recent years, results in mathematics declined, while many students have difficulties in the subject of Swedish. However, there is not much research on the relationship between difficulties in mathematics and language weaknesses.

    Purpose: The purpose of this work is to find out what role the advocate competence of learning opportunities for the students to understand mathematics. A further aim of this work is to find out how mathematics is verbalized and individualized in preschool and find out how teachers in those classes describes how they work to verbalize and individualize mathematics.

    Method: The purpose is answered by observations in preschool and interviews of the teachers working in the observed classes. The empirical data are discussed and analyzed with theories related to children's learning and literature of mathematics and language.Result: The results show that mathematics is extensively verbalized in preschool classes. The teachers claim they divide children into groups which are based on the children's skill levels, however, I see no lessons take into account children's different needs to the same extent as the teachers say.

    Conclusion: The lack of individualized education might be explained in that the teachers believe that they treat the children differently than they actually do. A likely explanation for this is that teachers do not reflect on how they work in practice.

  • 153.
    Burgman, Robert
    et al.
    Södertörn University College, Lärarutbildningen.
    Makrigianni, Marika
    Södertörn University College, Lärarutbildningen.
    Att leda utan leda: En studie av ledarskap i klassrummet2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

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

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

    The report takes place in three questions at issue:

    · What teaching style agrees best with the Lpo 94?

    · How do the two teachers understand their leadership styles?

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

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

  • 154. Burström, Bo
    et al.
    Öberg, Lisa
    Södertörn University, Lärarutbildningen.
    Smedman, Lars
    Policy measures and the survival of foster infants in Stockholm 1878-19252012In: European Journal of Public Health, ISSN 1101-1262, E-ISSN 1464-360X, Vol. 22, no 1, p. 56-60Article in journal (Refereed)
    Abstract [en]

    BACKGROUND: At the end of the 19th century, infant mortality was high in urban and rural areas in Sweden. In Stockholm, the mortality rate was particularly high among foster children. This study addresses the importance for health of targeted public policies and their local implementation in the reduction of excess mortality among foster children in Stockholm at the turn of the 19th century. In response to public concern, a law was passed in 1902 on inspections of foster homes. Stockholm city employed a handful of inspectors who visited foster homes and advised parents on child care and feeding. METHODS: Analysis of historical records from the City of Stockholm was combined with epidemiological analysis of mortality rates and hazard ratios on individual-level data for 112 746 children aged <1 year residing in one part of Stockholm between 1878 and 1925. Hazard ratios of mortality were calculated using Cox' regression analysis. RESULTS: Mortality rates of foster infants exceeded 300/1000 before 1903. Ten years later the mortality rates among foster children had declined and were similar to other children born in and out of wedlock. Historical accounts and epidemiological analysis of individual-level data over a longer time period showed similar results. CONCLUSIONS: Targeted policy measures to foster children may have potentiated the positive health effects of other universal policies, such as improved living conditions, clean water and sanitation for the whole population in the city, contributing to an equalization of mortality rates between different groups.

  • 155.
    Bühlmann, Lotta
    Södertörn University, Lärarutbildningen.
    Mattias flygare och hans kamrater: Diagnos eller inte? En vetenskaplig essä om Adhd och dess likheter med symtomen kring stress2011Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to raise and discuss children’s problems with concentration in two areas, stress and Adhd, where the symptoms are similar to each other. During recent years I have experienced how "difficult" children increasingly have been diagnosed and "stamped" with various combinations of letters. Because of my own children’s diagnoses, this has raised my interest in studying children´s modes of expression and behavior, and I have come to question whether many children who receive a diagnosis of Adhd really are afflicted by it. During my thirty years in pre-school I have seen an increase in such investigations, and how educators/staff in pre-school more often than before have asked the question of possible Adhd-problems as the underlying cause for deficiencies in impulse control, high activity level and difficulty with concentration. My experience of children, with these difficulties, as well as the stress-related diseases of my colleagues, has raised some problematic issues with Adhd diagnoses and I have discovered and experienced similarities between stress and Adhd on multiple planes. In this essay I have discussed that the symptoms of stress and the criteria for Adhd are strikingly similar, and I have reflected on the possibilities of falsely diagnosing Adhd in stressed children. Moreover, I have argued that our approach to these issues – especially the way in which such diagnoses are produced - has a major impact on the lives of the children that are affected – both in pre-school and in their later development.

  • 156.
    Caballero Rivero, Juan Carlos
    Södertörn University College, Lärarutbildningen.
    Mörk eller ljus framtid: En undersökning om matematiksvårigheter i skolan med fokus på elever med utländskbakgrund.2006Student thesis
    Abstract [en]

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

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

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

  • 157.
    Cakar, Kristina
    Södertörn University College, Lärarutbildningen.
    Religion i skolan: En studie av gymnasieelevers uppfattning om ämnet religionskunskap A2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay aims to investigate how students in upper secondary school perceive the subject religion A. The study is both qualitative and quantitative and I will use a survey to investigate the perception of religion among students both vocationally oriented and theory oriented. I will use questions concerning religious background and perception on the subject in relation to the curriculum but also try to investigate whether there are differences on perception between the vocational and theory orientation. The theoretical approach is mainly based on the curriculum concerning religion A but former research is also used such as books written by Sven G Hartman (2000), Ulf Sjödin (1995), Ove Larsson (1991), Elsie Davidsson (1989) and Anders Törnwall (1988). The result in the study is that students for the most part perceive the subject religion A as something positive and the background has a connection to their present perception. Family, school and society play an important role when it comes to students’ perception regarding religion A, often through media which affects and contributesto a more secular attitude. Curriculum goals and objectives cohere fairly well with the students' perception on the subject and a majority of the asked students feel that education on religion contributes to a more open, tolerant and understanding society where peopleunderstand, accept and respect each other's similarities and differences in a better way.

  • 158.
    Cambladh, Lisa- Maria
    Södertörn University College, Lärarutbildningen.
    En värld av ”i” och ”u”: -En studie av u-länder i geografiböcker för gymnasiet2005Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    I uppsatsen har två geografiböcker för gymnasiet studerats. Fokus för undersökningen har varit böckernas framställning av "de andra", i det här fallet representerat av periferin, u-länder eller tredje världen, beroende på vilket uttryck som väljs att användas. De två undersökta böckerna, Geo- guiden och Geografi- människan, resurserna, miljön, brukar främst begreppen u-land och i-land för att beskriva världens fattiga respektive rika länder. Även begreppet NIC-land förekommer i böckerna men inte i samma utsträckning. Geografi- människan, resurserna, miljön presenterar även begreppen centrum- periferi, vilka dock inte används i särskilt hög grad. I böckerna saknas en sammanhållen förklaring till begreppet u-land. Däremot ges kriterier för vad ett u-land är löpande i texten. Exempel på sådana kriterier är hög befolkningsökning, brist på teknologi och låg utvecklingsgrad, där framför allt utvecklingsgraden framhålls. Begreppen NIC-länder och centrum - periferi förklaras, till skillnad från u-land, för läsaren om än inte särskilt uttömmande. Författarna till de två geografiböckerna har svårigheter att klarlägga för läsaren var u-länderna finns. Antingen hemfaller de till grova generaliseringar genom att peka ut hela kontinenter eller så får enskilda stater, som t ex Kenya, Indien, Kina och Mali, tjäna som exempel och representanter för alla u-länder. Författarna till de båda böckerna tycks dock mena att hela Afrika, Central- och Sydamerika samt Asien (utom Japan) består av u-länder. Mot dessa områden ställs Nordamerika, Europa och Japan. Eftersom författarna till de båda böckerna aldrig presenterar exakt vilka stater som bör betraktas som u-länder, används begreppet ofta generaliserande, som om dessa länder vore en egen avgränsad grupp. Detta till trots att både Geo- guiden och Geografi- människan, resurserna, miljön presenterar en diskussion om de stora skillnaderna mellan olika u-länder. Orientalismens polarisering mellan ”vi” och ”dom” genomsyrar läroböckerna. Detta märks i språkbruk, i bilder och till och med i böckernas disposition. Föreställningen om u-länder som outvecklade och eftersatta betonas och kontrasteras med i-ländernas modernitet och teknologi. Även evolutionismens stadietänkande finns i böckerna. Användandet av begreppet NIC-land, ett stadium mellan i-land och u-land, kan ses som ett exempel på detta. Trots att författarna är påverkade av evolutionismen är det dock ändå orientalismen som dominerar. Detta visar sig bland annat i att den viktigaste avskiljaren mellan fattiga och rika, u-länder och i-länder som presenteras i läroböckerna varken är ekonomi, teknik eller utveckling, utan orientalismens gräns mellan ”oss” och ”de andra”.

  • 159.
    Can BeSafar, Claudia
    Södertörn University College, Lärarutbildningen.
    En mångkulturell skola: En studie om främjandet av elevers kulturella kunskaper på en mångkulturell skola2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My thesis is based on a qualitative study. The purpose of the study is to investigate whether the educationalist at an especially chosen school in Stockholm promotes the students multicultural background in the education or not.

    This is due to the fact that the Swedish school to a considerable degree reflects the multicultural Swedish society. The socio-cultural starting point is when people come together and meet. The language is the tool of the socio-culture and it is the dialogue, discussion and sympathetic understanding that makes people meet.

    The cultural concept is diffuse and very wide. Everyone has their own definition of it. The cultural concept in this thesis involves identity, ethnicity, background, conception of life and nationality.

    I have interviewed two pedagogues and a school manager. The content of the interviews was recorded and transcribed. In addition to theses interviews, the steering documents of the chosen school have been analyzed.

    The parental collaboration and influence is an important issue and it is up to the school manager to make an effort increasing parental interest and collaboration.

    When I made the interviews it became clear that the student’s different cultural background and knowledge was not something the school took benefit of to any larger extent. The pedagogues had thoughts and points of views about how to stimulate and use the students varied multicultural background in the education, for example by being more perceptive and use dialogue as a tool and learn from the students.

    The most important issue for the school concerning multiculturality is how to behave and live in the multicultural society. The school is the platform where different cultures meet every day and therefore it is natural that the school finds a balance between cultural pluralism and mutual understanding for different cultures.

  • 160.
    Carlsson, Anna
    Södertörn University, Lärarutbildningen.
    Tankar om pedagogrollen: en vetenskaplig essä om vad som utmärker en god pedagog i dagens förskola2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this essay I reflect on what makes a good preschool teacher today. I discuss the importance of education, the importance of experience and practical knowledge, but also the importance of capacity for self-reflection and listening. I bring up examples from my workplace, where some think more about their limitations than on what and how much they actually can. Others are more satisfied by what they can and see less of their limits. Some are also lack of the will to see differently and to do changes. We also have different perceptions of the norms and values enshrined in our childhood. What we're from, our various social, cultural and an ethnic background also plays a role in the understanding and the interpretations we make in various situations. I discuss the teacher as a profession and the importance of education, that it is not enough only with experience, it needs to be supplemented with educational and theoretical knowledge to assess, identify, weigh and deliberate well to act as needed in the present moment. Teacher is about to be. Being a good teacher in practice, have practical knowledge. I also discuss the importance of self-reflection. Without the mirror it is only a mirror image without a reflective approach. The good teacher, the more I think, the more I realize that there is no simple answer.

  • 161.
    Carlsson, Kajsa
    Södertörn University College, Lärarutbildningen.
    Same, same, or different? A comparative study of guided tours about evolution: Are fossils interpreted the same way in South Africa as they are in Sweden?2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

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

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

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

     

  • 162.
    Carrasco, Alvaro
    Södertörn University, Lärarutbildningen.
    Konflikthantering i skolans värld: En kvalitativ undersökning om konflikter och strategier2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My thesis is based on a qualitative study in which I have selected six professional teachers in a school in Greater Stockholm, and their views on the phenomenon of conflict management. My questions were the following.

    • How teachers perceive the phenomenon of conflict in the world of school?
    • What strategies do teachers use to resolve conflicts with students?

    In order to analyze my informants, I have chosen different books that deal with conflict man-agement, policy documents and books on the teaching profession meaning. Through my investigation I found that some teachers used tools and strategies through expe-rience and reflections, and resolve conflicts together or individually. My informants described that there are some teachers how choose to hide and pretend not to see the problem. Other teachers have developed various methods and dared to venture into the conflict and make the conflict as a challenge. Conflict Fear is something that many of my informants mention when some teachers are hid-ing then it is important to work with their own fears in order to develop as a teacher.

  • 163.
    Cebbar, Alexandra
    Södertörn University College, Lärarutbildningen.
    Monokulturell och Mångkulturell skola: Pedagogers bemötande av tvåspråkiga barn i en förskoleklass och i en förskola2009Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [en]

    Introduction: In this investigation I have illustrated, teacher treatment in a mono-cultural pre-school class and in a multicultural pre-school.

    Purpose: The purpose of the study was to illustrate how educators go about it when they face bilingual children to see how they work in a comparative perspective. The purpose was answered, based on four questions relating to how teachers relate to the meeting with bilingual children, the approach teachers use, which operation mode the use, if the take advantage of children's traditions, and if there is any different in the teachers’ treatment of bilingual children in the mono-cultural pre-school class and in the multicultural pre-school.

    Theories: The theory is linked to the concepts like operation mode, inter-cultural approaches and communications.

    Methodology: The used methods are qualitative interviews with four pre-school, teachers where an interview guide with formulated questions and observations were used. The purpose of the working methods was to highlight teacher treatment of bilingual children to discover different approaches to meet the bilingual children.

    Conclusion: The study has shown that the multicultural pre-school working inter-culturally, they are taking advantage of children's home language that is lifted in the nursery and the children's background, while in the mono-cultural pre-school class, they meet bilingual children foremost to develop the Swedish language and they also show interest to the children's traditions. Teachers’ treatment leads to a growing confidence in the children and knowledge for the cultural background.

  • 164.
    Celic, Visnja
    Södertörn University College, Lärarutbildningen.
    Läraren- en avgörande person i arbetet med elever med särskilda behov: En jämförande studie mellan Sverige och Kroatien om lärarnas insatser i undervisningen2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to explore how teachers in Sweden and Croatia work with children that have problems like ADHD and dyslexia in school. I have chosen to compare pedagogical methods between Swedish and Croatian teachers which are used in work with children with difficulties when it comes to the education and teachers approach to these children. I have done a qualified study and have interviewed teachers in both Sweden and Croatia and one specialist in pedagogy in Croatia. I compared with these interviews information from earlier studies and literature. Results show that teachers in Sweden are of the opinion that every student who has these difficulties is different and therefore the use a variation of pedagogical strategies is crucial. They also mean that help in terms of more frequent staffing ratio would improve whole school situation for children with difficulties. Teachers in Croatia are of the opinion that their work can not compensate absence of the economical supplies in Croatians schools. Therefore are children with difficulties sentenced to fail in their studies according to the interviewed teachers.

    I came to the conclusion that students with difficulties are better suited in Sweden then in Croatia because in Sweden teachers have knowledge in this area and are trying to choose which methods are suitable on students.  

  • 165.
    Celik, Nahrin
    Södertörn University College, Lärarutbildningen.
    Tre lärarperspektiv: En studie om olika arbetsmetoder i förberedelseklass och i ordinarie klass2009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Swedish school reflects the society that we have today, a society with many different ethnical and cultural backgrounds. The purpose of this investigation is to study how the school is working with children that recently immigrated to Sweden. What kind of methods are they using at school, to get the best development as possible? Do the teachers manage to be concerned of the students in the school? What kind of reception do these children get in the school? What methods are the teachers using? And are these methods really the best to use to enhance the language and cognitive development of these students?

    The methods I have been using to examine these questions have been qualitative. I have interviewed three teachers about their everyday work in a multiethnic school south of Stockholm. To get as much information as possible I also completed these reports with a two week observation period in their classes.

    The theoretical attachment for this investigation has been theories related to children bilingualism and second language acquisition. Because the focus has been on the teachers’ perspective, I have also looked at research about how teachers should be working.

    The results of the investigation shows what kind of methods the teachers are using in preparation class and in the regular class, the teachers are using methods that is making the children language. They are making sure that every child is being seen for his or hers knowledge.

  • 166.
    Chaanine Masso, Isabella
    Södertörn University, Lärarutbildningen.
    Varför välja profilklass?: En kvalitativ studie om varför vissa föräldrar väljer att skicka sina barn till profilförskolor/skolor eller profilklasser2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to investigate how four families in the Stockholm area reason, what kind of preconception they have and what their horizon of expectations is when they make the choice between sending their children to the profile class of municipal/free schools and sending them to the general classes in those schools. The main research questions asked were:

    • What kind of preconception do the parents have about profile classes?
    • What reasons do the interviewed parents have to send their children to a profile class?
    • What are the interviewed parent’s expectations of the profile class choice?

    The study is built on qualitative interviews with the parents of the families. The empirical data has been analyzed using a framework of theories drawing on the theory of reproduction, the forms of social capital, the ideas created from the word profile and elite and the horizon of expectations. The results show that the parents of the families have a similar degree of preconception about profile classes. They presumed they were better than the general classes and had better teachers. The reasons they voice about the choice of classes are that they would like the children to have better way of life than themselves and that profile classes improve and nurture further studies through discipline and concentration improving assignments and activities. Their expectations were better conditions for further studies, reaching a higher social status through acquiring better tools and a better technique of studying.

  • 167.
    Chaanine Masso, Isabella
    Södertörn University, Lärarutbildningen.
    Varför välja profilklass?: En kvalitativ undersökning om varför vissa föräldrar väljer att skicka sina barn till profilförskolor/skolor eller profilklasser2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to investigate how four families in the Stockholm area reason, what kind of preconception they have and what their horizon of expectations is when they make the choice between sending their children to the profile class of municipal/free schools and sending them to the general classes in those schools. The main research questions asked were:

    • What kind of preconception do the parents have about profile classes?
    • What reasons do the interviewed parents have to send their children to a profile class?
    • What are the interviewed parent’s expectations of the profile class choice?

    The study is built on qualitative interviews with the parents of the families. The empirical data has been analyzed using a framework of theories drawing on the theory of reproduction, the forms of social capital, the ideas created from the word profile and elite and the horizon of expectations. The results show that the parents of the families have a similar degree of preconception about profile classes. They presumed they were better than the general classes and had better teachers. The reasons they voice about the choice of classes are that they would like the children to have better way of life than themselves and that profile classes improve and nurture further studies through discipline and concentration improving assignments and activities. Their expectations were better conditions for further studies, reaching a higher social status through acquiring better tools and a better technique of studying.

  • 168.
    Chireh, Truska
    Södertörn University, Lärarutbildningen.
    (O)jämställdhet som etnisk markör: En kvalitativ studie om hur lärare i  förberedelseklasser resonerar kring genus och jämställdhet2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study aims to evaluate how teachers in my research have reasoned regarding gender and gender equality, notions on ethnicity, and specific conceptions or constructions on “swedish-ness” and “immigrants”. The vital point in this study will be to examine the relationship be-tween gender equality, ethnocentrism and racism. The question formulation that I have ap-plied are: On what grounds teachers conceive the concepts of gender and gender equality? How do teachers experience their work with gender equality in remedial classes? Do the teachers that work in remedial classes experience any obstacles in the pursuit of gender equal-ity in their daily work? I have used the method of qualitative interviews with five teachers in remedial classes from five different schools. As a theoretical perspective, I’ve applied the postcolonial perspective where the perception of “us” and “they” are central concepts. I have also used intersectionality as an analytical tool to take in account the different social categories all together.

    The result I came to was that the teachers in my study through their talk on gender equality did an ethnical distinction that polarized a “Swedish” way of being in relation to the “immi-grants”. Also, by talking about gender equality they positioned themselves as Swedes and defined the “immigrant family” as obstacles in the pursuit of equality. In particular, the teach-ers portrayed the “immigrant girl” as oppressed.

  • 169.
    Chohan, Mobina Nillofar
    Södertörn University College, Lärarutbildningen.
    Betyg och bedömning: i en förberedelseklass år 92008Independent thesis Basic level (degree of Bachelor), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    Grades and assessment are a natural part in the school's everyday existence, deliberations about equivalent assessment is discussed all the time between teachers, students, home and school. They that in front are influenced of a grade or a judgement are in first hand the students and therefore are the important for the students to know which objectives and grade criteria that apply for them to achieve at the end of years 9. The aim with this survey is to get the knowledge about how a tutor grade family’s student in a preparatory class in stopped of years 9, in Swedish as a second language. Do the students in a preparatory class's get grades or a judgement? This is interesting also in order to know to which grade criteria students in a preparatory class have to achieve in the compulsory education’s later years and to know how a tutor assesses these students on the basis of those objectives and criteria that apply. In my survey, I have been paid from the tutors ' perspectives on how a grade or an assessment gives equivalent for students in a preparatory class and in order to few a better understanding to how man that teachers sets a grade or gives an equivalent judgement to students that possibly have difficulties to achieve the grade criteria in Swedish as a second languages, because of the language. The procedure in this work has been to interview different tutors that work in a preparatory class, from differently multicultural schools in municipality places in Stockholm. During the result account, the tutors' obvious replies are expressed on the basis of those interviews and research questions as been used as aids and that an important basis in order to can to implement this survey. The result in this survey is that students in a preparatory class not sheep a grade since they do not achieve the requirements for validated in Swedish as a second language without the students’ sheep instead a written judgement. This can cause misunderstandings between teachers and students, then the school has a grade criteria for students in a preparatory class's man knows that they cannot to achieve at the same time as these grade criteria is not any teachers strives after. This can contribute to that the students possibly sheep hopes about a grade when one actually know that they can’t because of the language does not have possibility to achieve.

     

     

  • 170.
    Chohan, Shabina
    Södertörn University College, Lärarutbildningen.
    Utvecklingssamtal - utifrån elevens perspektiv2008Independent thesis Advanced level (professional degree), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    My aim with this diploma work is to find out if the students consider development deliberations as a good forum in order to promote their knowledge development or not. I have also examined if the development deliberation is experienced as giving for the pupil or not, what I have been studying from the pupil's perspectives.

    Method

    I have implemented three qualitative interviews with three students from class nine in a compulsory education that lies in Botkyrka municipality. There, I have also an implemented questionnaire survey with two half classes from same class.

    Materials

     To my study I have linked literature where research aims himself in on how teachers have worked with development deliberations in the school.

    Results

     Students that I have interviewed does consider development deliberations as a knowledgep romoting forum, but most as a forum for clear about study results. The students in the survey consider development deliberations as giving only when the result turns out to bee good.

    Importance for teachers 

    As each development deliberation is unique, you can not come to a certain implication that all deliberations are experienced in the same way as the result shows. But that can last stakeholder for the teacher is to see how one development deliberation can to be experienced of several students. Is it so that the school has succeeded with its role that road conductor stemming the pupil in its knowledge development?

     

     

     

     

  • 171.
    Choudrey, Rehana
    Södertörn University, Lärarutbildningen.
    Flerspråkighet, språkutvecklande arbetssätt och interkulturalitet: En undersökning om pedagogers syn på flerspråkighet och huruvida deras förhållningssätt och språkutvecklande arbetssätt ligger inom ramen för interkulturell pedagogik2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    As Sweden has become a multicultural society the need for developing new educational approaches rises. The preschool is a crucial piece in this as it is the one of the first institutions where the children start to develop the language skills. The aim of this study is to investigate the language development approach as practiced by teachers, in their preschool programs, and determine if the teachers work methods can be considered intercultural. This is done to gain a deep understanding on several language development methods and analyze the teachers' approach within the framework of intercultural pedagogy perspective. The theoretical framework used in the study is the intercultural perspective. Qualitative research interviews with four preschool teachers were conducted in order to be able to answer the questions raised. The results showed that the teachers' are generally positive regarding bilingual children’s learning. The teachers’ language developing methods have proven to be quite consistent with what has been shown in previous research. The results of whether or not the methods used by the teachers’ are intercultural, show that some methods are in fact intercultural, as they are both practiced and kept in mind while working with the children, while others are not. There is a need for further intercultural development of teachers’ work methods.

  • 172.
    Claesson, Samuel
    Södertörn University College, Lärarutbildningen.
    När skolan konkurrerar om eleverna: två intervjuer om valfrihet, konkurrens och marknadsföring i skolan2005Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    IN THE END of the 1980th and the early beginning of -90th, revolutionary changes in Swedish school politic took place which influenced the local school agenda all over the country.

    The school was to be governed by local authorities and independent schools became new actors. A new era in Swedish schools were to begin, an era of competition.

    In Sweden very little research in competition between schools has been done comparing to USA and England. Research made in Sweden, has only been about whether competition between schools are positive or negative thing. Consequently the very reason for this study and the purpose is: To compare two different persons in charge of marketing on two different schools, (public non-independent school along with independent non-public school) how these two people discuss and reason about the consequences of parents’ legal right of choice of school. Moreover, to get these schools awareness of the need of competition and marketing.

    This essay is based on primary data such as interviews with two persons representing two different types of schools in Stockholm and Botkyrka. Each interview has been analysed and compared with each other in the light of Christian Grönroos theories of relation-marketing to reach eventually similarities and divergence, in these two representatives way of discussing and reason about marketing as consequence of being exposed to competition.

    The results of the study shows that both representatives of the schools think positive about competition and parents’ legal right of choice of school, even though both schools are differently affected.

    In the case of Storvretsskolan, competing is harder because it doesn’t want to get on the wrong side of other public schools. This problem doesn’t affect Sverigefinska skolan. The study also showed a link between free choice, competition and marketing, a link that is highly influenced by the word of mouth of each school.

    Both schools regard word of mouth as something that one has to get in control with. The achievement in this matter differ, but both schools consider a good communication with parents, the best way of controlling negative word of mouth, which in turn has an influence in both schools prerequisite of marketing. Further more, both schools think that a positive word of mouth is the best way of marketing. Sverigefinska skolan is the one of the two that has spent most resources in marketing and also the one that has been doing it longest time.

  • 173.
    Colak, Emine
    Södertörn University College, Lärarutbildningen.
    Matematik och Språk: Betydelsen av språket i matematik för andraspråkselever2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper investigates the methods used by teachers when teaching elementary mathematics to children with Swedish as their second language. The original mathematical terminology derives from Latin, Greek and Arabic, this terminology is not of great importance in this paper, the everyday language spoken in elementary classes when teaching mathematical concepts and calculations to younger children is. The use of everyday language is an advantage for children with Swedish as their second language as mathematical problems presented in a more plain language is easier to comprehend and solve than problems in mere numerals. Special teachers in home language classes often have the task of clarifying the mathematical concepts, introduced to the children during mathematical lessons, in the pupils first acquired language. A qualitative method was used in this study. The research material consists of interviews and observations. Two teachers and a home language teacher, all from one school, participate in the study. The research results show the importance of ordinary language terminology in mathematics for beginners. The participants of the study are aware of the importance of language in mathematics and actively work with the vocabulary in the languages involved. The various methodologies used to introduce mathematical vocabulary to the students differed among the teachers.

  • 174.
    Colarieti-Tosti, Massimiliano
    Södertörn University College, Lärarutbildningen.
    The "best language" stereotype threat: A pilot study2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    This work should be seen as a pilot study of the effect that the common-sense based statement that one understands and learns best in their best language has on pupils in Swedish schools.

    A number of students have been given a mathematical test in the language they use for their normal school activities, and that is not their mother tongue. Some of them (approximately 50%) were led to believe this particular test to be language fair. Their average score on the test has then been compared to the average score on the same test of the remaining 50% students who considered the test a normal one. The difference in performance between the two subgroups has been interpreted with the help of the concept of stereotype threat.

    This pilot study showed a trace of the hypothesised best language stereotype threat in a specific group of students and will hopefully serve as a guide for a larger work that could prove (or falsify) the existence of the best language stereo-type threat with statistical certainty, extend its range of applicability to a wider group of students and establish its size as compared to other related factors. A final caveat: This study is focussed on (and relevant only for those) students that perform their school activities in a language different from their mother tongue but that are fully operational in the teaching language.

  • 175.
    Coralic, Sanela
    et al.
    Södertörn University College, Lärarutbildningen.
    Siira, Sofia
    Södertörn University College, Lärarutbildningen.
    En analys av lärarhandledningar inom biologiämnet och Lpo 94: en fråga om begränsad undervisningsvariation?2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     

    During our education time, we have heard on several occasions how the high changing rate in the society also influences the education area. That changing process mainly originates from the transform that a school underwent, i.e. the decentralization meaning a delegation of responsibility from a national to local government and the particular school. The main idea that started a changing process goes under the slogan “a school for everyone”. The new school was created by the newest teaching plan where the individualization of each individual student is a main point on the agenda. A countless number of analyses of Lpo 94 during our education have given us a reason to reflect over how this individualization should take place. The ambition to find an answer on that question led us to start from a couple of questions at issues that foremost handles children’s different ways to learn as well as the design of the teaching supervision in contrast to today’s teaching plan and the newer research within the chosen subject area. The aim of this work is thus to analyze and understand the contents of four different teaching supervisions within biology as a subject area and to try to appoint whether requirements on varied education from Lpo 94 is obeyed. Our answer on how to achieve requirements on individualization from Lpo 94, during this work, is to apply a varied education with a number of senses and intelligences as a frame of reference. Our conclusion and thus the result of our analysis is that the teaching supervisions deficiently reach the requirements that involve varied education in Lpo 94. The degree deficiency varies between different teaching supervisions.

     

  • 176.
    Cordero, Dahiana
    Södertörn University College, Lärarutbildningen.
    Alltså vi är ju inte barn: En studie om ungas erfarenheter och upplevelse av IKT2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay has been to seek understanding of how young people in high school and adult education experience the use of educational media tools in teaching. Examples of questions submitted material has been: What are the positive and negative experiences of ICT in the classroom?

    The essay is of a qualitative nature, in which five students were interviewed about their experiences of ICT in the school environment. The result is analyzed from a sociocultural perspective and from an inward-student perspective.

    The results showed that students felt that it was difficult to absorb many of the ICT facilities as sources of knowledge in the school environment. Due to lack of quality in teaching material and difficulties of the pupils to sort out the important information of the injected.

  • 177.
    Cornejo Fuentes, Nathalie
    Södertörn University, Lärarutbildningen.
    Att upptäcka och stimulera särbegåvade elever i grundskolan: Tre pedagogers erfarenheter och arbete med särbegåvade elever2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 178.
    Corneliusson, Mimmi
    Södertörn University College, Lärarutbildningen.
    Tolerans eller normkritik?: och en analys av användning av lärarhandledningen Någonstans går gränsen2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    This study deals with how the Swedish school system handles questions concerning sexuality and normality. It is also an analysis of how the guidance material Någonstans går gränsen from RFSL Stockholm is used and could be used in teaching.

    The study consists of two parts. The first part is a study of literature that portrays how teaching concerning these issues is performed in schools, what methods that are recommended and what methods are actually used in teaching. The second part consists of interviews with people dealing with these issues in school and in organizations.

    My results show that schools often use a “pedagogy of tolerance” while the guidance material and the research and theories concerning sexuality and normality advocate a more “queer pedagogy”. The perspectives of queer theory are making their way into the school system by the help of organizations such as the Swedish RFSL and their “school information” (Skolinformation).

    The study also shows that Någonstans går gränsen is not often used among teachers and therefore I discuss how it could be used and why the school system and teaching might have problems in using materials that use pedagogical methods of criticizing normality.

  • 179.
    Coskun, Selcan
    Södertörn University, Lärarutbildningen.
    Interkulturella relationer: en kvalitativ studie om lärares och elevers förhållningssätt till etniska och kulturella bakgrunder2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate whether and how some teachers in primary education in a multicultural area discussing the interculturality in their teaching with students from grades 1-3. It also aims to examine how students’ cultural interactions in the classroom are expressed.

  • 180.
    Cvilak, Martina
    Södertörn University College, Lärarutbildningen.
    "Harry Potter är inte lämplig i skolan": En jämförande studie mellan serbiska och svenska lärares syn på litteraturundervisning.2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis is about Swedish and Serbian teachers and their views on how literature should be taught to students in high school. The twist is that these teachers live in two different European countries, and work under two different educational systems. Three of them work in Stockholm, Sweden and the other three in Belgrade, Serbia. The purpose of this thesis was to find similarities and differences in the practice of teaching literature among teachers in these two different educational systems. The teachers were interviewed separately and spoke freely about their views and methods when teaching literature. The results seem to indicate that two European countries have two totally different approaches to literature, but also that the interviewed teachers were not as heavily influenced by the curriculum as one would expect, but their own individual opinions, interests and passions. 

  • 181.
    Cömert, Zeynep
    Södertörn University College, Lärarutbildningen.
    Elevens eget val: en studie om målsmans påverkan på elevens gymnasieval inom estetisk verksamhet2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 182.
    Dahl, Carina
    Södertörn University College, Lärarutbildningen.
    Mångkultur i monotappning: En studie av hur invandrarfrånvaron återspeglas i historieundervisningen på en helsvensk högstadieskola2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    This paper is about finding a set of unwritten rules pertaining to the teaching of history in an exclusively Swedish college. I want to know if truancy among immigrants has anything to do with SO teachers’ choice of content or their teaching methods. Unwritten rules are a complex phenomenon but by applying different perspectives and teaching methods a pattern will emerge. It is possible to discover different influences in the way the teacher chooses their material and work plan. I have done this through conducting various interviews.

    Whilst working on this paper the answer became more and more clear. The unwritten code is actually based on the problems that arise regarding the democratic process of history teaching. The teacher’s view on democracy makes the assumption that includes diversity is in conflict with the western perspective which according to Lpo94 should be present in all teaching.

  • 183.
    Dahlgren, Jenny
    Södertörn University, Lärarutbildningen.
    Det svåra samarbetet: En essä om möten mellan olika syn på normer, etik moral och fostran2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this essay, I discuss one of the recurring dilemmas for a working recreational pedagogue, namely the hard task of cooperation with parents. As a recreational pedagogue, I am required to work by the curriculum Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. This policy document talks about what my responsibilities are, including establishing collaboration with parents in terms of the children’s development and education. It happens, however, that the pedagogue and the parent's ethical positions differ. When norms collide, it is my responsibility as a recreational pedagogue to relate to the different norms in a professional manner. In this essay I argue that, one of the main characteristics of a competent pedagogue is the ability to meet various parents with their respective backgrounds, to be able to interpret the individuals and meet them in an encouraging way for the children's development. Personal identity today is multiple, as an individual, I have created myself a number of identities which apply at different times. At home, I'm a mother, at family dinners; I am a daughter, sister and granddaughter. At university, I am a student and at my workplace, I am recreational pedagogue. Thus, I am not only my profession but also a human with my own experiences, interpretations and feelings. From them I act. In this essay, I draw on my own experiences where my view of ethics and upbringing is different from a parent's sight. In essay writing, I reflect on my actions in the events with the help of various ethical theories and the intercultural approach. Through my writing, I have been given a chance to pause and reflect on my own behavior in situations where I meet parents of other opinions than my own. How can I act differently and more professionally in these meetings in the future?

  • 184.
    Danho, Athra
    Södertörn University, Lärarutbildningen.
    Förskoleklassen – en förberedande verksamhet inför skolan: en kvalitativ studie om uppfattningen av uppdraget i förskoleklassen och lärarnas arbetsätt och metoder som främjar barnens läs- och skrivutveckling.2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study is to investigate teacher’s perceptions of their mission in the preschool class, and how they work to promote children’s written language development. What methods and working methods they use to awaken curiosity and motivate children to read and write. I am using the qualitative research method to get answers to my questions. I have made four qualitative interviews with four teachers in preschool classes from different schools.

    My questions are:

    • What conceptions does teachers have about their mission in a preschool class?
    • What different methods and approaches does teachers use to stimulate and wake children’s curiosity for reading and writing development?

    The theoretical basis for my study is the socio-cultural perspective, where learning occurs in interaction. Reading and writing arises from a social-cultural perspective in which social relationships with adults and other children affect the children’s reading and writing.

    The results of the interviews showed that teachers use different methods to promote children’s literacy development. Teachers whom I have interviewed agree that the social interaction, play and reading aloud are important elements in children's learning and development. Teachers’ perceptions were different on how much to work with development. The reason may be is that the preschool did not have clear objectives for the teachers to work after.

  • 185.
    Danho, Marie
    Södertörn University College, Lärarutbildningen.
    Elevers negativa inställning till läxor: En studie om elevers attityder till läxor i årskurs sex2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim in this essay is to investigate students’ attitudes to homework in grade six, and closerstudy the attitudes of the students who think homework is difficult and boring. I have chosento investigate and find out why homework is perceived as boring and cumbersome for somestudents in sixth grade. I hope to identify the aspects that contribute to the negativeconsequences that arise in connection with the homework. The following questions are usedto make the study: Do some students experience homework as boring and difficult? Do somestudents get any form of support at home, if so, how do students perceive the support fromhome? How do students feel that homework affects their leisure?What is the reason that the homework is perceived as difficult and boring according to thestudents? How should the shape of homework change according to the students who believethat homework is difficult and boring?

    I have chosen to do the study with older students who have more experience with homework.I used both qualitative and quantitative methods, those are interviews and questionnaires. Ichose to focus only on those students who have a negative attitude to homework, which iswhat interested me most. The result was shown in both the questionnaires and interviews thatthe majority of students feel that homework is boring and difficult. It has been shown thatstudents in the interview have a very positive attitude to short and personalized homework.The students believe that other forms of homework, such as experimenting, cooking, solvingcrossword puzzles would be more fun to do. All students believe that they could managedifficult homework if they were more interesting and fun.

     

  • 186.
    Danielsson, Anna
    Södertörn University College, Lärarutbildningen.
    Genusstruktur på högstadiet: en studie om hur könsidentiteter ständigt bryts och repareras och bryts2008Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    The purpose of this essay is to find out how gender upholds in a classroom, both by students as well as the teacher. The procedure has been to observe the relationship between students and also the teachers. The observations is analysed according to theories of gender and a discussion about why gender is maintained follows. The conclusion of the result is that gender is being preserved in different ways, but also the contrary – students and the teacher oppose it. The students maintain the conception about boys being takers of spatial and verbal area whereas girls many times get in the background due to the competion in the classroom. Gender is also preserved by students true the norm always being pointed out. The teacher mainly conserves the conception about boys and their verbal and central spatial place in the classroom that their behaviour gives them, in the same time the conception about girls being silence, nice and helpful is maintained. At the same time as gender is being conserved there are examples of the contrary where girls for example oppose the idea of the silence, nice and helpful girl or where the masculine and the feminine picture gets dualistic.

  • 187.
    Danielsson Thorell, Helena
    Södertörn University College, Lärarutbildningen.
    Några aspekter på kemilärares tysta kunskap2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Investigations show that teachers, in contrast to many other professionals, seldom refer to theories in discussions about the motives in their practice. Professional discussions among teachers often deal with practical matters and rarely about theoretical issues. Major parts of teachers’ knowledge seem to be tacit. Tacit knowledge should be understood as knowledge received by practical experience, a type of confidential knowledge. In this work I have studied the relation between teachers’ reflections about their own practice and the teachers’ views of the students’ progression in learning during laboratory courses. The aim of this paper is to find some of the common thoughts shared by chemistry teachers, which are expressed when describing their practice. These kinds of “mind patterns” are here comprehended as part of the teachers’ tacit knowledge. The empirical investigation is based on interviews with chemistry teachers in upper level of compulsory school and in upper secondary school. The results of the investigation indicate connections to research and literature about effective learning.

  • 188.
    Dawd, Ramina
    Södertörn University College, Lärarutbildningen.
    I samarbete med: En kvalitativ studie av hur samarbetet ser ut mellan klasslärare och specialpedagoger och dess påverkan på elever2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med detta examensarbete har varit att undersöka hur samarbetet fungerar mellan klasslärare och specialpedagoger på en skola i Stockholmsområdet samt dess påverkan på berörda elever. Frågeställningarna som har fungerat som stöd för undersökningens genomförande är följande: Vilka problem upplever klasslärare och specialpedagoger i sin undervisning i förhållande till elever i behov av särskilt stöd? Hur fungerar samarbetet mellan klasslärare och specialpedagoger på skolan? Hur påverkas berörda elever av detta?

    Metoden som har använts för att genomföra undersökningen har främst varit kvalitativ i form av intervjuer. Undersökningen utgörs av fyra kvalitativa intervjuer med två klasslärare samt två specialpedagoger på en skola i Stockholms län. Resultatet för studien visar att problemen som klasslärarna och specialpedagogerna upplever i undervisningen i förhållande till elever som kräver extra stöd framför allt relateras till tidsbristen. Tidsbristen leder till att eleverna inte får tillräckligt stöd som egentligen krävs av pedagogerna, fastän de själva strävar efter att stödja eleverna fullständigt. Tidsbristen visar sig dock drabba klasslärarna mer än vad den drabbar specialpedagogerna. Detta på grund av att specialpedagogerna har tillgång till att arbeta med barnen i mindre grupper som i sin tur bidrar till att eleverna får mer hjälp än vad de vanligtvis skulle få hos klassläraren. Resultatet av studien visar även att samarbetet mellan klasslärarna och specialpedagogerna fungerar både bra och dåligt på grund av en mängd olika faktorer. Den främsta orsaken till att samarbetet många gånger brister är på grund av klasslärarnas och specialpedagogernas skilda syn på vad som är viktiga behov för eleverna, det vill säga vilka elevers behov som det bör tas hänsyn till.

  • 189.
    De Wall, Jonas
    Södertörn University, Lärarutbildningen.
    Pedagogernas kunskapssyn: Fyra lärares syn på kunskap, prov och betyg2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essay is to create an understanding, of how teachers comprehend knowledge, grades and tests in a school context. It is important to get a grip of the different parts of the teacher’s reality. The test, the grades and knowledge are deeply connected as a part of a whole. The teachers view on knowledge can not be understood without asking about the practical parts of their work and understand how the different parts are dependent on each other.

    The main material consists of interviews with four teachers that work in a public mandatory school in the south suburbs of Stockholm. Two of the teachers work with social science and the other two works with natural science.

    The result shows that the teachers have a complex and contradictory view of the different parts of their praxis. They all have different perspectives of what the grade system is, what knowledge is and what a test is. All these parts even if they appear as contradictory but can be understood as a whole, when comparing the teachers goals and the practical reality they work in.

    What the result shows is that the social science teachers are deeply critical to a "grade school" while the natural science teachers are not. The first group is critical because their goal with social science cannot be fully expressed in a school with large numbers of individuals in each classroom and with a priority on tests and grades. The second group is not critical to the school in the same way as the first one. This is because their subject works better with a school with big classes and tests. The natural science teacher’s goals can coexist in a grade system much better than the social science teachers.

    The essays result also shows that even if the individual teachers are critical and cannot express their goals in a practical way in the grade system, they can have small "rebellions" against it. The teacher’s way of interpreting the grade system can also be seen as an adjustment to their subject’s nature, and a conflict between how they want to teach and how they have to teach.

  • 190.
    Dean, Carina
    Södertörn University, Lärarutbildningen.
    Pekplattan leksak eller didaktiskt verktyg?2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The information technique is developing at a fast pace and almost all new technique is being welcomed with opened arms. The newest on the market is the tablet device, it´s a device used for surfing the web, sending email, watching movies and playing games. It is now also being used in some schools for educational purposes. My research goal has been to find out how the teachers feel about using the tablet device for educational purposes. I have conducted interviews to find the answers to my questions. The main research questions asked were:

    • How do different pedagogues feel about using the tablet device for educational purposes?
    • How do teachers use the tablet device for teaching?
    • What possibilities and obstacles do the teachers face when using the tablet device?

    My conclusions are that the tablet device in many ways can be seen as a toy, because it is a fun device appreciated by the students. But that does not exclude the fact that it can still be used as a teaching tool, because it can still be educational. Some of the methods were that it is easier to individualize the lessons and let the students work at their own pace and after their special needs. The tablet device creates plenty of situations for the students to interact and learn things from each other. The teachers expressed that they easily can create situations when learning is fun and meaningful for the students, which showed that the students got more engaged during class. The obstacles the teachers found, were that there was limited time to plan how to use the tablet device and also limited financial budget to buy all the programs needed.

    Currently the device is being used along with other type of equipment. In some schools the students got to use it for most lessons, but in some schools it was only being used once or twice a week. For example the tool was used with the Swedish language to help the students learn how to read and write and also to practice counting, subtraction and multiplication in math.

  • 191.
    Delalic Stojiljkovic, Diana
    Södertörn University, Lärarutbildningen.
    Frilekens betydelse för barn i förskolan: En kvalitativ studie av några pedagogers syn på den fria lekens betydelse för barns lärande2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

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

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

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

  • 192.
    Demir, Carolin
    Södertörn University, Lärarutbildningen.
    "Du måste helt enkelt äga ditt klassrum": En studie om lärares ledarskap och strategier i mötet med störande elever2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The title, “You simply must own your classroom”, is taken from a quote from one of my informants.

    After review of earlier research on how teachers handle their leadership in the meeting with disturbing pupils and which strategies they use to solve problems in the classroom, interesting questions developed. What experiences do teachers have of disturbing situations in the classroom? Which strategies do they use to solve the problems? What kind of support do the teachers consider necessary in teaching? Are there any differences in teachers’ experiences and strategies between the two selected schools? The study is supported by earlier research that deals with pupils’ and teachers’ perspective and strategies in different classroom cultures in terms of norm-breaking behaviour of pupils. The study is also supported by three different theoretical perspectives such as power structure, social order/disorder and support strategies.

    I conducted the study through interviews with sex teachers who work in the same municipality but in two separate schools. All teachers work in Secondary School. The study is meant to be deepening in order to gain a broader understanding of which strategies teachers use to solve problems. In my study I came to the conclusion that all teachers are most disturbed by the pupils who speak straight out and discard comments that do not even affect the substance, pupils who talk too much, do not listen and throw erasers at each other. Furthermore, I have concluded that all teachers in this study place great emphasis on social communication and individual conversation with the pupil to solve a problem. To solve the problem, the teacher should possess certain communication skills. The results have shown that all six teachers create a relationship with their pupils to counter the social disorder in the classroom. Furthermore, I concluded that teachers want to solve problems on their own, but that sometimes “extreme cases” require special support from parents, the counselor and principal at the school. Finally I concluded that the teachers call for training in leading science and conflict management, since it is missing in their teacher education.

  • 193.
    Demir, Claudia
    Södertörn University College, Lärarutbildningen.
    Ledarskap och ledarstilar i klassrummet: en intervjustudie utifrån ett lärarperspektiv2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with this examine was to study the teachers perception of leadership in the classroom and also how they experience the conditions of this. The method used was qualitative, and builds on a total of six interviews. Stensmos five leadership tasks in the classroom that constitute leadership context have provided the theoretical basis of this study. The leadership tasks have therefore been used as theoretical tools in this study to analyze the teachers’ reasoning about their own leadership style. In general, results showed that the teachers talk about dissimilar qualities within different kinds of leadership tasks which results in different consequences and effects on the pupils, the teaching and on the teacher leadership in the classroom. The study also shows that some teachers reason about leadership styles in a way that I would like to call autocratic situational leadership and democratic situational leadership. The concept is based on the finding that teachers who advocate the application of an autocratic leadership style express the standpoint that it is the circumstances and the situation in the classroom that demands this kind of leadership style. This is the reason why teachers interpret the autocratic leadership style as an application of a situation related leadership. The teachers that articulate a democratic approach also express the necessity to adapt their leadership style to the level of the pupils and thereby the teachers interpret the democratic leadership style to be situational leadership as well.

  • 194.
    Demir, Lina
    Södertörn University, Lärarutbildningen.
    "Ett liv i två världar" : En kvalitativ studie om hur pojkar konstruerar etnisk och religiös identitet i olika sociala kontexter2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    "One life in two worlds" is a qualitative study of Syriac boys constructs ethnic and religious identity in different social contexts.

    Based on these three questions: how do the boys describe the importance of the parents' cultural and religious background in relation to their own identity? How do the boys describe their experiences of being categorized in school? Which significance is given to religion and ethnicity when the boys describe their experiences in relation to home and school context?

    I did reach the aim of this essay which was to investigate by interviewing the Syrian boys how they construct or reconstruct ethnic and / or religious identity in relation to different social contexts with a focus on the home and the school.

    In this study, I assumed the qualitative method in which I interviewed six Syriac boys who attend grade nine. The starting point of the study was social constructivism. Therefore, knowledge in this study is seen as something that is constructed in language, social and cultural interactions. The reality and perspective of reality is socially constructed, meaning that knowledge is created through the interplay of common action.

    The results of this study show that all the informants are agreed that their parents' ethnic background has had and has great significance for their identity formation. They argue that by their parents identify themselves as Syriac and, through a heritage transmitted traditions, language, values, norms and upbringing created an identity in which even the boys identify themselves as Syriacs. Furthermore, the study shows that all informants agree that when you have parents with another ethnic background, it means that we must somehow combine a life but in two separate standards - and the value system that the boys must constantly confront or take a position on both the school - and home context. All informants have in one way or another expressed that Christianity is an important part of the Syrian identity, even if they themselves do not identify themselves as religious.

  • 195.
    Demirel, Fonda
    Södertörn University College, Lärarutbildningen.
    Vägen mot kunskapsmålen: Ur ett lärar och elevperspektiv2009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

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

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

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

     

  • 196.
    Demirel, Hazal
    Södertörn University College, Lärarutbildningen.
    Identitetsskapandet hos elever med kurdisk härkomst: Skolan och omgivningens roll i fem informanters identitetsskapande2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Identitetsskapande är något som ständigt sker, det är alltså inget bestående utan individer formas ständigt.  Andra människors åsikter och handlingar, ens sociala bakgrund, trosuppfattning, etisk härkomst är bara ett fåtal av sådant som har en roll i individers identitetsskapande. Skolan, som är en offentlig plats där elever med olika intressen och bakgrunder möts, är enligt min uppfattning en plats där identitetsskapandet sker som mest. Forskning har visat att ungdomstiden är den tid i en individs liv som handlar om att finna sig själv, sin identitet. Det är just under denna period som vänner får en stor roll i individens liv och eftersom skolan är den plats där de spenderar mycket tid på anser jag att personalen i skolan även har en viktig roll.    

    Denna uppsats inriktar sig på en specifik grupp, som består av fem elever i 18-års ålder som har en kurdisk härkomst, det är alltså inget som gäller generellt för alla elever med kurdisk härkomst utan baseras enbart på dessa informanter. Syftet med denna uppsats är att se hur dessa informanter, som lever mellan två världar - den svenska och den kurdiska, skapar sin identitet i skolans tillvaro. Hur anser de att skolan påverkar dem i deras identitetsskapande, vilken är skolan och lärarnas roll i detta? Har dessa över huvudtaget någon roll i detta? Vilken roll har andra elever för dessa fem informanters identitetsskapande? Intervjuerna med informanterna visar att dessa fem informanter anser att skolans syn på mångkulturalitet och tvåspråkighet/flerspråkighet är väldigt viktigt för elevernas gemenskapskänsla, som är viktig för deras identitetsskapande. Hur lärare och annan personal på skolan bemöter dem på grund av deras mångkulturalitet och flerspråkighet är något som enligt dessa informanter är viktigt för deras självkänsla. Slutsatsen av detta arbete är att dessa informanter anser att acceptans och trygghet i skolmiljön har en viktig roll vid identitetsskapande.

  • 197.
    Demirkiran, Melisa
    Södertörn University College, Lärarutbildningen.
    Föreningslivets (TUF) och skolans betydelse för turkiska ungdomars identitet: En kvalitativ studie om fem turkiska ungdomars uppfattning om deras identitetskapande  2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Swedish society has gone through a radical change. From being a monoculture society it has developed into a multicultural society representing a mixture of people from all around the world. This change has had a significant impact on both the Swedish school system and the teacher’s role. Therefore a subsequent ambition for a multicultural school would be to recognize this diversity and establish guidelines for how to meet each individual students need. To be able to recognize how different students develop in different ways is one of the reasons for this research. Different directions of social science have discussed in what way schools take part in youth identity formation. However, it has been less argued how immigrant associations take part in the same formation. This essay aims to illustrate, analyze and discuss how five young Turkish students, living in two different cultures, experience how the school and immigrant associations have affected the formation of their identity. I have chosen to use a qualitative approach, using in-depth interviews with five youths at the age of 16-18. The common denominator of these youths are (i) they all have roots in Turkey, (ii) they are all students at upper-secondary school, (iii) they study in the Stockholm area and (iv) they are members of TUF (The Turkish Youth Association). The conclusion of this study is that the school, teachers and friends play a very important role in youth identity formation. A problem that this research identifies is that the schools lack the capability to satisfy individual needs, resulting in many students facing difficulties when forming an identity. Due to the fact that many times the school does not encourage, nor observe the different backgrounds of the students. Furthermore, according to my research a probable reason why many youths with foreign background search immigrant associations, is because they feel fellowship and security when together with people from the association. This, in turn, has a positive effect on their self-image and identity.

    Title: The importance that voluntary sector (TUF) and the school have on Turkish youth’s identity creation.

  • 198.
    Demirörs, Hayriye
    Södertörn University, Lärarutbildningen.
    Förskolebarns kommunikation i leken: Lek, kommunikation och språk i sammanhang2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to observe Swedish preschool children in their natural habitat and without any intervention. Four different observations are made and thereafter analyzed. Throughout the whole study the subject of interest is the children's communication in their play. Children can communicate with each other in various ways, for instance with speech and without speech, i.e. with their physical language, aesthetic and multi language. Their abilities are astonishing, and in all four observations, they find ways to communicate with each other and kept the play continue. In some of the observations, small conflict situations appear, but with the help of their communication abilities, with or without the language, they manage to solve their problems. Therefore I conclude that preschool children's ability to communicate throughout the play is accomplished, and continues without the help of the adults.

  • 199.
    Dempsey, Tatiana
    Södertörn University College, Lärarutbildningen.
    Elevanpassad undervisning: En studie om gymnasieelevernas perspektiv på lärande i naturvetenskapliga ämnen  2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study is to determine students’ attitudes to the Natural Science subject. I want to contribute to scientific discourse about different learning styles that can respond to childrens’ requirements in teaching as well as to determine the student’s experience of learning styles. The studies were carried out at an upper secondary school in Stockholm (spring term 2011) for three different classes. I have used qualitative interviews to determine student's experiences and quantitative analysis of student's evaluations of science subjects they have been taught. In my research I concluded that pupils’ attitudes to science are quite common. I also suggest that students with negative attitudes to science have a basis in the student's difficulties with science learning. I also found that the students have different ways of learning. By making the students aware of their best way to learn they can develop individual strategies for attaining new information. The traditional teaching methods that exist in today's education system impart knowledge in the form of finished facts. This can lead to pupils having difficulties in learning. Therefore teachers must adapt their teaching styles and methods to a way that fits all of the students’ different ways of processing information and learning. Schools need to find different approaches to the teaching of its pupils. My conclusion is that if teachers adjust their methods of teaching the Natural science subjects to suit each student learning - styles, this can increase their ability to learn and therefore increase their comprehension of the subjects.

  • 200.
    Deniz, Rina
    Södertörn University College, Lärarutbildningen.
    Alltså man kan typ rätta sig själv med båda språken”: Tvåspråkiga elever resonerar kring sina språk och språkens nytta i skolan.2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the essay is to study and create understanding to the bilingual students' perspective on their linguistic skills and the use of them as resources in a scholastic context. A qualitative method has been used to collect empirical data, based on the experiences and perspectives of the students. Bilingualism is defined and past research, which has shown how their bilingualism has influenced them, has been linked with this study. Definition of mother tongue and the meaning of mother tongue tuition for student immigrants' development have been discussed. This research has shown that the students feel their bilingualism is a natural occurrence. A feeling of importance for their mother tongue is expressed, considering the aspect to preserve their cultural fellowship. They look at bilingualism as an opportunity for development and learning and not as an obstacle. Despite the positive attitudes towards their linguistic situation they feel that they have been forced to overlook this competence in scholastic context. Another problem though, is that the mother tongue tuition is experienced as a separate occurrence outside the syllabus of the school, instead of being a part of it.

     

     

     

     

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