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  • 151.
    Asplund, Jessica
    Södertörn University, School of Culture and Education, Teacher Education.
    Pedagogiska miljöer kan skapas överallt på skolan: En kvalitativ studie om hur lärare ser på samspelet mellan lärande och miljö i Svenska skolor i Thailand2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    It is extremely important that the construction of the environment where children and youngsters spend the majority of their days supports the progress of their mentality. That is why I in this study will investigate what a certain amount of teachers consider of the interplay between learning and environment and how they thought a satisfactory environment structure eras of learning and also what the teachers consider to be missing at this point.

    The schools where I gathered my material are located in Thailand but they use the Swedish curriculum as a starting point and the students at these schools are mostly Swedish speaking.

    An important element that I came across was the impact of the surrounding on how to shape and use the environment as a tool in the teaching. Thailand’s climate is different than the Swedish climate; I want to investigate if that has any effect in the teaching.

    The educational environment in schools includes not only the classrooms but also every other space closely connected. Earlier scientific research as well as those people that I used as objects for interviews agrees regarding the fact that a suitable and stimulating environment are one of the most impact on how well children learn. How this environment should look like can be structured in different ways depending on the teacher’s thoughts on that a development environment looks like.

  • 152.
    Ataman, Habibe
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Bakac, Perihan
    Södertörn University, School of Culture and Education, Teacher Education.
    Barns delaktighet och inflytande i den pedagogiska dokumentationen i förskolan2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to find out what the educators idea of educational documentations in ratio to childrens inclusion and impact in pre-school are, together with the child's own perception of the concepts of documentation. We proceeded from the following issues: What are the significance of educational work according to the teachers? What is the teachers idea of a childs impact and inclusion in educational documentation? In what way do the children have influence over, and inclusion in educational documentation? What are the childrens feelings of the documentations? In order to find answers to our questions, we used qualitative examinations consisting of seven educators and seven children from various pre-schools in Stockholm, and thereby, we have analyzed our results. As our theoretical frame, we used ourselves of Vygotskijs and Säljö's sociocultural perspective that is about "progress and learning", which is achieved by interaction and cooperation in a social context. The result shows that the aim of educational documentation is to reveal the childs development and learning, and also to involve the parents by putting up documents on the wall. It is important for children to both participate and influence both the documentation and other sections of the school where it affects the children, but this is sometimes hard to fulfill in all situations. The educators realises that to make the children participate, they simply have to rely on the child group and their interest. They also have given activities that everyone should follow. The lack of time is an obstacle for all educators, but what they all have in common is that having the participation and weight of the child would benefit the childs growth.

  • 153.
    Atterlid, Niclas
    Södertörn University, Teacher Education.
    Högläsning i skolan - ett sätt för elever att kliva in i berättelsens värld: En kvalitativ studie om hur lärare i årskurs F-3 arbetar med högläsning av skönlitteratur i svenskundervisningen2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to examine how a group of teachers in the same primary school work with fiction read-alouds in the Swedish teaching. The collected material was analysed by using Langer’s (2005) theory about imagination worlds. Two questions were then formulated to answer the purpose of the study: How do the teachers plan their fiction read-alouds in Swedish teaching? and How do the teachers describe the implementation of their read-alouds?

    The result shows that all of the teachers plan their fiction read-alouds with different types of preparation. This preparation includes: choosing the right book, which the teachers claim is dependent on several factors such as the students’ knowledge level or interests; reading the book before the read-aloud; and introducing the book in an interesting way during the read-aloud, which creates a pre-understanding of the content. Lastly, the teachers revealed that a large part of their planning work consists of creating post-reading tasks which are primarily aimed at developing students’ writing.

    The result also shows that the teachers have distinct rules for the implementation of their read-alouds. These rules help the teachers create favourable conditions for engaging students in the world of fiction. During read-alouds, the teachers embody the text through the use of their voices and body language. The importance of conversation during the read-aloud, with the primary purpose of helping students understand the content of the story, was also emphasized. The teachers also claim that conversation also gives their students a chance to think out loud and to reflect on the reading, thus gaining the opportunity to share each other’s thoughts. 

  • 154.
    Atterlid, Niclas
    Södertörn University, Teacher Education.
    Lärares användning av digitala verktyg i svenskundervisningen: En kvalitativ studie om sex lärares svenskundervisning och hur den har förändrats genom användningen av digitala verktyg i årskurserna 1-32018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study has been to examine how teachers’ Swedish teaching has changed by the use of digital tools. Life stories as a method was used to gain a deeper insight into the teachers’ lives. The material was then analysed by using the theoretical framework TPACK. Two questions have been formulated to achieve the aim of the study:

    • How do teachers´ in grades 1-3 describe the change of their Swedish teaching by the use of digital tools?
    • What affects teachers´ use of digital tools in Swedish teaching?

    The result shows that digital tools have changed the Swedish teaching as they give the teachers´ new ways to present the subject content. By using digital tools, the teachers´ state that they now are able to capture the student group more easily than before. IPad is the digital tool the teachers´ use the most. It is used primarily in the pupils´ writing process and teachers´ emphasize that the use of iPad makes it easier to visualize and illustrate the pupils´ texts. The result also shows that teachers´ attitude towards the use of digital tools in Swedish teaching was an aspect that did not affect their use of them. Although there were several other factors that did affect their use:

    • The availability of digital tools at the school
    • The support of digital tools
    • Teachers´ views of the advantages and disadvantages of using digital tools

  • 155.
    Audrey, Morrissey Furehed
    et al.
    Södertörn University, Teacher Education.
    Raouf, Nada
    Södertörn University, Teacher Education.
    Det kompetenta barnet: En essä om olika sätt att uppfatta vad barns ”kompetens” är2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this essay, we have investigated the concept of the “competent child”. Our dilemma is grounded in the fact that we adults have different opinions regarding what a “competent child” is. By this we, Audrey and Nada, mean that the term “competens” means different things depending on the context in which it occurs. Using Montessori pedagogy and Reggio Emilia educational philosophy, we have analyzed how adults view children's “skills”. We have investigated how the concept of the “competent child” can be explained by the concepts of influence and participation. By using two different stories we have highlighted the dilemma we have experienced regarding what a “competent child” is. Throughout our investigation of these stories we have used two different perspectives regarding how adults view children. The first story is about Frank, and raises the issue of how teachers' approach to preschool children can differ. The second story about Erik, looks at how a parent’s stress can negatively affect an everyday situation and result in a conflict with their child. These different approaches and opinions on children's skills can cause conflicts between adults. When such conflicts arise, they become problematic for us educators. With this essay, our goal is to understand why these conflicts occur and the reasons for our different views on what a “competent child” is.

    We have used the following questions as the starting point for our investigation:

    • What is meant by the term "The competent child"?

    • What is a competent child in practice?

    • How is a child's development and self-image affected by their teachers and parents views of their skills?

    Our goal is to explore various aspects of how our adult world affects children and the possible consequences our actions can have on them. In this essay we have used the method of writing and reflection over two stories which are taken from our practical experience within preschool and working with children. We have reflected over the dilemma in our stories and pondered over which skills or knowledge are seen as crucial in today's society for children to possess, if they are to be seen as competent.

  • 156.
    Augustyniak, Konrad
    et al.
    Södertörn University, Teacher Education.
    Ståhle, Robin
    Södertörn University, Teacher Education.
    Fritidshemspersonalens fysiska placering på skolgården utifrån ett genusperspektiv2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this bachelor thesis Leisure-time pedagogues physical positioning on the school playground from a gender perspective is to examine the interaction between the leisure-time pedagogues and pupils during school break activities and how their physical positions on the school playground, and the pedagogues’ gender, reduces or amplifies the current gender stereotypes. Previous research has indicated that the school’s pedagogues play a significant part in the development of the pupils’ identity. Pedagogues’ approach, treatment, interaction and expectations towards pupils’, along with the school playground’s layout, are of importance. This thesis uses gender theory based upon various feminist perspectives. These present relevant concepts such as gender order, feminism, “genderfication” and gender equality. The empirical data has been collected through three observations and three computer-aided interviews. The result has proven that the gender of the pedagogue plays a certain part in the interaction with the pupils. Popular sports such as football and basketball are preferred by boys and male pedagogues while softer activities without competitive elements are preferred by girls and some boys. Our interpretation is that there is some reinforcement of stereotypical gender patterns during the school break activities. We see a correlation between how pedagogues work at our observed schools and what other researchers have presented in their studies.

  • 157.
    Awebro, Kenneth
    Södertörn University College, School of Gender, History, Literature and Religion, History.
    Arkivpedagogik - med ett mångkulturellt perspektiv2004In: Interkulturell pedagogik i teori och praktik / [ed] Pirjo Lahdenperä, Lund: Studentlitteratur , 2004, p. 99-117Chapter in book (Other academic)
  • 158.
    Ax, Sandra
    et al.
    Södertörn University, Teacher Education.
    Kessidis, Serap
    Södertörn University, Teacher Education.
    Gränssättning och genus i den fria leken2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    What we are investigating in experience-based essay is children’s free play in preschool. The purpose is to find out exactly how free the so called “free play” is and what interventions from the teachers can result in and contribute to when it comes to children’s play in preschool. Our main questions are: In what way should preschool teachers intervene in children’s playing situations? Should preschool teachers work against stereotypical gender roles everyday play situations? Why is children’s unrestricted play important in preschool? We are starting of this scientific essay by introducing two stories that’s self-experienced in our roles as preschool teachers. In the first story we are writing about a dilemma that occurs when a play situation leads up to the teacher feeling that the best solution is to end the game. In the second story we are describing a dilemma that occurs as the teacher decides to intervene in the children’s play and the intervention results in the children getting bored and eventually decides to leave the game themselves. With the help from different theories and from the knowledge we’ve been taught due to our preschool teacher education, we are reflecting on how we managed these play situations and what we could have done differently. We are doing this to get different point of views to what children’s free play means, get an insight on the act and responsibility of teachers and also to get more insight to what meaning gender specific toys and boundaries possibly can have in children’s play. We are starting the reflection from a gender perspective and are analyzing with the help from a scientific article with the focus on gender specific toys. Our final reflection is that the teachers have a positive attitude towards the free play, but that they are subconsciously controlling with both rules and the way that toys are to be used. Through this work we have come to the conclusion that it is important that the teachers are present, supportive and involved in the children’s play due to its possibility of being a process dealing with real life events. It isalso important to work with equality in children’s play at preschool to break down current unequal structures between genders.

  • 159.
    Axell, Denise
    Södertörn University, School of Culture and Education, Teacher Education.
    Kvinnligt+flicka/manligt+pojke=traditionella könsmönster: en semiotisk bildanalys av grundskolans tidigare års matematikböcker2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay focuses on the pictures in mathematics books for elementary school. The purpose was to see if images in mathematics books for elementary school show traditional gender roles.

    The aim of the essay has been broken down into following research questions:

    • Vilka färger förknippar de olika matematikböckerna till pojkar/män respektive flickor/kvinnor?
    • How many times were girls/women and boys/men illustrated in the mathematics books?
    • What behavior is associated with masculinity and femininity?
    • Which colours are associated with boys/men and girls/women in the mathematics books?

    I used a semiotic image analysis method to study the pictures presented in the mathematics books. The theories in this essay were used to see how society makes girls become girls and boys become boys and in what ways the genders are portrayed in relation to each other. In addition, the theories include the question of whether a specific colour is given to a specific gender? The analysis evidently confirmed that the images in the mathematics books demonstrated traditional gender roles. There was evident proof that the behavior of both boys/men and girls/women showed distinct features of the traditional gender roles. However, boys/men were more likely to stay in their traditional gender roles in terms of the colours of their clothes than the girls/women did.

  • 160.
    Axelsdottir, Frida
    Södertörn University, Teacher Education.
    "Det är min kropp och jag säger faktiskt stopp!": En kvalitativ studie om pedagogers beskrivning av sitt arbete och betydelse med barns integritet2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to examine how pre-school educators relate to the work on children’s integrity and how educators describe their didactic work on the integrity of children in pre-school. The purpose of the study is to get a better understanding of how educators teach children integrity in pre-school.

    Through interviews with educators who work actively with the children in preschool, it showed how the educators described their work with children's integrity. The result showed that the educators work to teach children the integrity but in different ways. Educators are aware that children need to learn integrity but the knowledge about how to teach the children integrity is not there yet. 

    With good communication and interaction with the children, educators can show the children how to show respect towards themselves and each other and how to be a good friend in pre-school.

    With this study, the idea is to contribute knowledge and awareness about how teachers in pre-school can work with children´s integrity and for the children to learn to respect their body and other bodies.

     

  • 161.
    Axelson, Kerstin
    Södertörn University, School of Culture and Education, Teacher Education.
    "Det går bra!": en vetenskaplig essä om stress och pedagogisk kvalitet på förskola2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My essay proceeds from an episode in my occupation at preschool which is a stressful event for me. I experience that we pedagogues have gotten a tougher work climate since the revised preschool curricula came in 2011 and I therefore investigate the community´s climate of today and the background for the revised preschool curricula and what it means to us pedagogues. I investigate what stress is and what effect it has on children and adults and explore what the concept pedagogic quality stands for. In my reflektions I emphasize different manors I and my colleges handle and see on stress and our pedagogical comittment. I also reflekt on if we adults produce stress to the children and what educational activity the children get from pedagogues with existing work load.

    The purpose with my essay is to understand the best way for me to handle the pedagogues increasing obligations an work tasks and at the same time avoid stress for the children and the pedagogues and to create the best conditions for the children to get activities with pedagogical quality.

    My investigation shows that the preschool curricula have been revised to give the children the knowledge base they need to be able to get on in the community. I also found that we pedagogues have a difficulty linking our work situation and our work tasks with giving the children an even pedagogical quality on the activities at our preschool. For some pedagogues the work load produces stress which can mean health risks. Some children also shows signs of stress behavior due to the pedagogues increasing absence from the children which also has an effect on the pedagogical quality. I also seea risk, due to our work load, of a dislocation of our values regarding some of our tasks like routines and care and a decreasing ability to see each child´s needs. As a pedagogue at preschool we all have a responsibility for the pedagogical quality as well as to note inadequasies in our work invironment. To be able to make changes we pedagogues should support our own communication as well as our dialog with our head group. Even though a present pedagogue doesn´t garantee, it still is the prerequisite for activities without stress and with a pedagogical quality.

  • 162.
    Axelsson, Jenny
    Södertörn University, Teacher Education.
    Behöver barnet verkligen nappen?: En essä om olika förhållningssätt i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is based on a story where you get an eye on pedagogue’s different approaches to the pacifier in preschool. A pedagogues approach towards, for example, the pacifier affects how you choose to act and in the story it is seen that pedagogues can have different approaches to how to act against children´s use of pacifiers in preschool. In the reflection section, I discuss pedagogue’s different approaches to the pacifier and how one´s approach is formed. Discourse ethics has taken a large part in the essay as it can be used as a tool in the discussions between pedagogues when they have different approaches. How can different approaches affect the children and how these approaches can work in relation to power is something that is discussed in the essay. I will also analyse more deeply the power perspective to get an insight on such power that may not be so visible in everyday life, but which is found in all meetings between people. I have interviewed pedagogues in preschool to gain a better insight into how collegial relationships in preschool can be affected by different approaches towards the use of pacifiers, and what pedagogues regard as being important to consider when approaches collide. At the end of the reflection I discuss different performances and discourses about the pacifier in order to get an idea of ​​what can affect the approaches of pedagogues, and to show that it is not always easy to choose an approach when you do not know what is the "best" way.

  • 163.
    Axelsson, Kristina
    Södertörn University, Teacher Education.
    -Calle! dansar du balett eller?: En vetenskaplig essä om fritidshemsläraren som förebild i identitetsskapande processer. Sett ur ett genusperspektiv2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my scientific essay is to examine the identity creating processes that goes on amongst pupils as well as pedagogues in leisure time centers. This seen from a gender perspective. The questions in this essay revolves around me as a role model in the leisure time center and how I use the binary gender categories in my line of work. Moreover, how can I present a safe environment for my pupils to try out their identity from a gender perspective. I analyze my questions seen through a leisure time center pedagogue ́s everyday worksituation under the influence of a workplace jargon. A jargon that seems to be enhancing the polatity between the binary gender categories. The theories I use in my essay to reflect upon my questions is Kants philosophy about freedom and the categorical imperative, Lenz Taguchis description of feministic poststructuralistic theory and Butlers theory on sex and gender as socially and cultural constructed. Through my scientific essay I have reflected upon my role as a role model in a way that takes me through an identity creating process of my own in my profession as a leisure time center pedagogue. And by takinga glance on my own actions it has created a bigger understanding of what has formed my own identity as a pedagogue from a gender perspective. This hopefully will increase my ability to present a safe environment for my future pupils in their identity creating processes in the leisure time center in a gender perspective.

  • 164.
    Axenstedt, Elin
    Södertörn University, School of Culture and Education, Teacher Education.
    Bildskapande: En undersökning i hur pedagogerna på en förskoleavdelning ser på och bemöter barns bildskapande2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This report describes a study of how educationalists, from one preschool group, approach to and respond to children ́s creative activity in preschool. To answer the survey ́s purpose I used four research questions, which is the following:

    -What function do the educationalists give the creative activity in the working?

    -How do they see the importance of thecreative activity for thechild and its development?

    -How doeducationalists considerthat theyrespond to the child's creative activity?

    -Is thereany norms surrounding creative activity in preschool?

    The theoretical base of the study is rooted in the sociocultural perspective, where creative activity and visual arts can be seen as mediating cultural tools. The method is a qualitative interview of five preschooleducationalists. The conclusion is that these educationalists works with creative activity in aconsciousway, as they for instance seize the communicative function which takes place in the creative activity and visual arts. They use this function to create conditions for children ́s development and learning. They also see the function of processing expressions, and the link to play and imagination. In their work with creative activity they seem to have an agreement about the process as a central part, while it in contrast to this seems like the children is mostly focusing at the motive. The creative activity also seemsto be tightly linked to culture, in several ways, both societal and local. And the experience from home seems to be important. The conclusion also shows that the creative activity in preschool really is surrounded by norms. Which shows up to depend on, for instance, children ́s gender. But the norms also showto differ between adults and children, where they lean in different directions regarding to intentions and taste.

  • 165.
    Axén, Albin
    et al.
    Södertörn University College, Lärarutbildningen.
    Karlberg, Max
    Södertörn University College, Lärarutbildningen.
    Norden runt, ett pedagogiskt spel2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The subject of this thesis is the pedagogic game in education. The researchers have created and developed a pedagogic game called “Nordic tour”, and tested the game in two schools in

    Haninge and Sollentuna. The result of the test, the game and a discussion of the pedagogic game and how they can be used in education is presented in this thesis.

  • 166.
    Aybar, Maria-Emelin
    Södertörn University, School of Culture and Education.
    Matematik - Språk och kommunikation: En jämförande studie i en internationell skola2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with this essay is to compare two classes in an international school during their mathematic lesson. The international school offers education to their pupils in two languages; in Swedish and in English. Through this study I want to find out how teachers are working with language and communication during school hours. I will compare the work of two teachers and two classes to find out the differences and similarities between their work methods concerning language and communication during mathematic lessons.

    The main questions for the essay:

    • How do the teachers work with language and communication in this school during the mathematic lessons?
    • What similarities and differences are there between the two teachers in matter of methods of working with language and communication during the mathematic lessons?

    The research is based on interviews with the teachers and also on observations in the classroom during mathematic lessons. The difference between the two classes is that one class only speaks English during their lessons while the other class speaks both English and Swedish. The study is based on a socio-cultural perspective.  Education and development that takes place through interaction with other people is a significant part of the social-cultural perspective.

    In my result I learned that the two teachers I observed have more similarities than differences concerning their methods in the classroom regarding language and communication.

  • 167.
    Aybar, Ninorta Manuella
    et al.
    Södertörn University, Teacher Education.
    Mehdizadeh, Sonya
    Södertörn University, Teacher Education.
    Att arbeta individanpassat: - Hur förskollärare arbetar för att möta barns olika behov2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this investigation is to shed a light upon the pedagogues perception concerning individual work method in children group where children require different types of support. The study has two inquiries, how does pedagogues rationalize when it comes to individual based operations and how do pedagogues work to meet the needs of children i reality. The study’s theoretical frame of reference consists of the socio-cultural and relational perspective. The result of this study shows the importance of six different factors for adaptation of an operation to meet the children's need. Planning and mapping, working in groups, retrofitting of the physical and social environment for the children with special needs, the weight of a good relationship, communication as the key to adaptation of the operation to meet the needs of the children.

    The final results show that the pedagogues perception of a individual based approach as a good method to work from in kindergarten/preschool operations. The result shows that pedagogues believe that children’s diverseness as a contributing factor for learning and developing new knowledge.

  • 168.
    Ayddan, Fadia
    Södertörn University, Lärarutbildningen.
    Elevers ansvar i skolan: En studie om pedagogers syn på elevansvar i grundskolans tidigare år2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background: Pupils’ responsibilities are presented in the curriculum Lgr11 as a given thing. There has been some research in the field of pupil responsibility, but research covering school grades 1-3 could not be found. The study investigates theories of responsibility, pupil responsibility, power and pupil influence.

    Purpose: The purpose of this study is to find out the teachers’ views on pupil responsibility. The study will answer two questions; firstly what is the interviewed teachers’ view on the concept of pupil responsibility in primary schools (grade 1-3)? Secondly what do the interviewed teachers’ see as responsible behavior and what do the teachers expect from pupils’, regarding pupil responsibility in primary school (grade 1-3)?

    Method: In order to investigate this, five structured qualitative interviews were made, with five teachers from primary schools. The study is based on these five teachers’ views, which means that the study can not give an overall view of pupil responsibility.

    Result and conclusions: The study shows that these teachers have similar views on the concept of pupil responsibility. Pupil responsibility involves responsibility for their studies and to be disciplined, for themselves and the collective. Teachers expect responsible behavior, keeping in mind the age and the mental level the pupils are at.

  • 169.
    Aydogan, Diana
    et al.
    Södertörn University College, Lärarutbildningen.
    Lahdo, Shafira
    Södertörn University College, Lärarutbildningen.
    Elever med särskilda behov: En studie om hur tio lärare uppmärksammar elever i behov av särskilt stöd2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
  • 170.
    Aydogan, Jennifer
    Södertörn University, School of Culture and Education, Teacher Education.
    Bilderböcker utifrån ett genusperspektiv2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to analyze picture books from a gender perspective. The books are found in a book box that the libraries send out to preschools. This study is based on the following questions:

    • How are boys and girls portrayed in picture books?
    • Do the picture books encourage or discourage the principles of equality found in the Curriculum for the Pre-School and the equality work conducted in the preschools?

    I performed a qualitative text and picture analysis of 12 picture books. I used Maria Nikolajeva and Kajsa Wahlströms schedule of typical masculine and feminine qualities and activities when analysing the picture books. I reached the conclusion that in the vast majority of the books boys and girls are portrayed with qualities that are both typical masculine and feminine. Only a few books in the book box portray the boys and girls characters in a stereotype manner. Hence, as a conclusion, the analyzed picture books discourage the traditional stereotype gender patterns and therefore encourage the principles of equality as described in the Curriculum for the Pres-School.

  • 171.
    Ayhan, Cile
    Södertörn University, Teacher Education.
    Matematikundervisning på ett andra språk: En kvalitativ studie om lärarens kunskaper och strategier2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Purpose of this study is to examine teachers´view and strategies regarding mathematics education for second language students.

    Method: The Study is conducted using a qualitative approach, in wich data has been obtained trough interviews and observations.

    Conclusion: Based on my empirical findings, i conclude that teachers believe they need to find out the reasons behind second langugage students´difficulties in mathematics in order to plan their teaching. By wich this should benefit these students-knowledge development. According to the teachers participating in the study, difficulties in mathematics are due to lacking Swedish language skills and the students´background. By focusing on the langugage during the teaching process and by creating different forms of communications, the circumstances for second language students can be strengthen. This Study indicates that teachers agree that second language students need support in mathematics educstion in order to achieve the learning objectives in rqual terms as the first language students.

  • 172.
    Ayhan, Maide
    Södertörn University, Lärarutbildningen.
    Tysta flickor och högljudda pojkar: Observation om pojkars och flickors könsroller med utgångspunkt från likabehandlingsplanen2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is about gender in classroom situations. The purpose is to examine if gender still exist although the government has educated gender teachers. I have been observing students during lessons and taken notes on teacher´s comments, which analysed. I have come to the conclusion that the students are awase of the power roles conserning gender and gender. In this classroom the heteronormativity still is a common phenomenon. In this classroom heteronormativy is occuring in student diskussions and dialogues. Even if the teacher claims that they work according to the Swedish law of equality, equal treatment plan and curriculum gender and heteronormativity is a problem. Students are aware of the power roles and use it when they talk and act.

  • 173.
    Azzazi, Amira
    Södertörn University, Teacher Education.
    Modersmål i förskolan: En kvalitativ fallstudie om förskolans arbete med modersmål för att stärka barns identitet2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Mother tongue in preschool   

    This study seeks to create an understanding of how preschool educators can participate in promoting and encouraging children's mother tongue in their activities to strengthen the children's identity. It explores the ways in which educators actively promote the children's mother tongue in their work approach and how they perceive the importance of cooperation between preschool and home regarding the children's mother tongue.

    The study investigates using the case study method, specifically conducted through qualitative interviews and observations. Survey sampled was of two preschools where two educators of varying job positions and length of work experience which have been interviewed and observed. The study analyzes from a sociocultural perspective, which takes into account how learning takes place through interactions among individuals and the social and cultural factors surrounding them. 

    Based on the reported results of the interviews and observations, it appears that the educators are positively related to mother tongue in preschool and use mother tongue support in the activities in a deliberate way to promote the child's identity. There were spontaneous situations in which mother tongue was included in the activity, and there were situations where the educators deliberately used mother tongue to clarify concepts that the children do not understand in swedish. In instances where the identity expresses characteristics of children's mother tongue, the educators sees that these register on the child's posture and facial expressions. The educators note that children feel a sense of accomplishment and ownership when they claim competence to express “my language”, indicating self-awareness of their individuality and unique language. The educators use conversations and planned singing and reading lessons in different mother tongue as part of the daily activities and tools such as digital learning tablets, the computer and the smart board facilitate mother tongue support in preschool activities. Educators believe that, through the various available tools in preschool, cooperation with parents, and the educators’ multilingual abilities are contributory factors of great importance, that support mother tongue development and encourages a multilingual environment in preschool.  

  • 174.
    Azzi, Rebecca
    Södertörn University, Lärarutbildningen.
    Disciplinär eller curlingfostran: En kvalitativ studie om vilka strategier fyra mödrar använder sig av för att fostra sina barn2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The vast majority of parents want their children to succeed and become successful in one way or the other. The very first is that the child will graduate from school. In today’s society which is characterized by career-driven parents, especially mothers, one wonders if somewhere along the way parents are prioritizing their own careers over their children’s school achievements. This might be true in some cases, but in others it could merely be that parents are expecting more from their children’s future. Given that working days are getting longer, quality family time has become essential to most people. The purpose of this study is to find out which strategies mothers use to influence their children and if mothers education or background has no bearing on how they reason about their children’s future. This study was conducted using a qualitative research based on interviews. With the help of interviews, I will find out how and why mothers are using certain strategies and methods in their upbringing and if their backgrounds have been important to the way they raise their children. However, due to time constraints and the small size of the interview pool I can not make a generalization. The theories I use is based primarily on Bourdieu’s capital theory, which I think is best when the study primarily is to examine the strategies mothers use. My conclusion in this study proved that women use different levels of “curling” and discipline in their upbringing. However, it is common to all the woman in the study, that they use more love and emotions than what they themselves experienced as children.   

  • 175.
    Babaoglu, Canan
    Södertörn University, School of Culture and Education, Teacher Education.
    Mobbning: Fyra pedagogers förebyggande arbete mot mobbning2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Bullying is a big problem in schools and many children are afraid of go to school. There are many methods and measures to prevent bullying, but bullying is still remains. This study is about the differences and similarities between methods to prevent bullying at two classes. The purpose of my essay is to research measure that uses by four teachers to prevent bullying and to get description of their work against bullying.

    My question is: How is the prevention of bullying in the two classes where informants working?

    This study is focuses on prevent bullying at two classes on two multicultural schools in Stockholm. I used a qualitative research to get answer to my question that is how informants work the prevention against bullying. The conclusion is the informants use many methods for create a positive environment. The informants work to prevent bullying at their classes by continuously making conversation with students about bullying, behavior, values and empathy.

  • 176.
    Babaoglu, Serife
    Södertörn University, Teacher Education.
    Hur hanteras likvärdighetsfrågan vid läromedelsselektionen i religionskunskapsämnet?: En av lärarprofessionens många utmaningar2015Independent thesis Basic level (degree of Bachelor), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Earlier this spring I was doing my teacher traniee where my main task was to teach religion to high school students. The classes which I was reponsible for and taught religion in were; Natural Science programme, Economics programme and Business- and administration programme. The latter national program is a practical eucational programme. In my preperation of my own lessons I realised I needed teaching material. I was advised, by a teacher at the school, to choose two different textbooks so that I would be able to accomodate different needs within the three groups. The accommodate was needed since I was told that the students who were part of the practical programme don´t like to read as much as the others, they would need a less advanced book. This discussion intrigued me and made me wonder ho textbooks are chosen to accommodate the different needs of all pupils. This essay will present a few problem areas that religions teachers have to deal with. Some of theses problem areas are; how do teachers choose textsbooks depending on the type of student group that religious teaching is taught in, is the textbook selection handled differently depending on whether the teaching is done in a practical programme, or a theoretical programme, in this case how? I decided to interview four high school teachers for this essay. The result gave me a broader knowledge about teachers difficulties during the text book selection process. All four respondents has several things in common but especially one thing. They all agree to the lack of time in religous education as a tremendous issue that shoud be discussed on a political level. Equivalent education is also discussed as a problem when it comes to the definition as the syllabus and curriculum does. The main question these teachers asks themselves is: How am I supposed to put equivalent education into practice?

  • 177.
    Babaoglu, Serife
    Södertörn University, Teacher Education.
    "Vadå skribent? Jag är ingen skribent, jag gör bara uppgiften!": En studie om en grupp gymnasielevers reflektioner kring sitt skrivande2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is founded on my personal interest in Swedish as a language as well as a subject in the Swedish school system. The development of pupils in terms of the Swedish language has always interested me, in particular the writing development and what motivates pupils to write texts. During my time as a teacher, I have observed several key factors that contributes to the development of pupils’ writing skills; for example, the pursuit of a grade, demands from the teacher, or the interest in a specific genre. However, there are certainly an exceeding number of factors that affects pupils’ writing development. 

    In addition, as a teacher I have encountered several difficulties present in pupils writing ability as well as their self-perception as writers. For example, during a writing exercise in Swedish 1, a course in upper secondary school, the pupils were learning how to paraphrase. The pupils were asked by me “What makes you into a good writer?”, with a surprised look the pupil said “Writer? I am not a writer? I am just doing the task”. Subsequently, it became clear to me that these pupils do not view themselves as writers. They might not feel that the texts are their own in which their personalities and experiences are present.

    Thus, I chose to conduct a writing project in the school which I work. The present study will analyse upper secondary school pupils’ self-reflections about their writing. This will be conducted by asking upper secondary school pupils at a school with a vehicular profile to read and write short stories as well as writing reading logs. The idea is that as the pupils were writing their short stories and writings their reading logs I would simultaneously collect and analyse their logs. In conclusion, the study will be based on the pupils’ reading logs. The purpose is to investigate the self-perception of pupils’ writing as they are writing and reflecting over their written production.

  • 178.
    Babirye, Maureen
    et al.
    Södertörn University, Teacher Education.
    Rathod, Charmi
    Södertörn University, Teacher Education.
    Förskolepedagogernas förhållningssätt till barn i den fria leken: Utifrån ett genusperspektiv2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose: The purpose of this study was through qualitative interviews with six pre-school teachers and to get a deeper knowledge of how pre-school teachers relate and think about the gender perspective in the free play. We also wanted to get an idea on how they handle material in the relation to gender.

    Issues: How does pre-school teachers conduct themselves to gender towards children and their views on gender development over the years? What do pre-school teachers have for ideas about gender in the free play in activity? How do they handle gender coded material in the activity, their views about gender coded materials and unisex material?

    Method: We have used a phenomenological science approach which is an inspiration to a qualitative research. Qualitative interviews has helped us to get a deeper information about our study.  

    Theory: We have used Judith Butler's gender theory to explain how the concept of gender and sex are present as the basic theoretical tool in feminist theory.

    Results: The conclusion of our study is that pre-school teachers have different ways of conducting themselves to children in the schools. We have also noticed that pre-school teachers at the respective pre-schools are aware that they should relate to both girls and boys in similar ways and make positive impact on children. They also had a different idea of ​​what a free play is and how they use free play for children's development and learning.  Pre-school teachers in the respective pre-schools also had different ways of handling gender coded materials and unisex materials. 

  • 179.
    Babsky, Luisa
    Södertörn University, Lärarutbildningen.
    Den mobila förskolan: En kvalitativ studie om pedagogernas tankar kring den fysiska miljön och dess påverkan i barns lärande2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study deals with teachers ideas about the physical environment of a mobile preschool and how it affects children’s learning. The essay describes how the preschool bus is decorated and how a normal day works in the mobile bus. The survey was based on the following questions:

    • Are there disadvantages and advantages in terms of physical environment in the mobile preschool from an educator based perspective?
    • What are the teacher’s thoughts about the impact on children’s learning in terms of the physical environment on the bus?

    Summary: To answer my questions I have participated in activities during the day and I have used the interviews to find out the teachers thoughts. My theoretical points have focused on the benefits of being outdoors as children in the mobile preschool spend much of the day outdoors. The conclusion of my investigation is that the mobile preschool is a well-structured and well thought preschool. The teachers have a positive attitude when it comes to the environment both in the bus (indoor environment) and outside the bus (outdoor environment). They believe that the exchange of different environments affect children’s learning but only in a positive way and those children learn even more than those children who attend a regular preschool.

  • 180.
    Back, Marie
    Södertörn University College, Lärarutbildningen.
    Om du lyssnar på mig kanske jag lär mig något!: En essä om relationers betydelse för barnets lärande på förskolan2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to explore how educators are supposed to prioritize their work at the preschool so that all children are listened to and the conditions necessary for kids to dare to express their feelings and thoughts are in place. How is the relationship important for the child's learning? How do I become a committed educator who knows how to interpret and prioritize my work so it benefits children's learning? I am developing these questions in two parts in my following text. Firstly I am writing about why it is important that we who work as pedagogues meet the child on the child’s own terms. In this part I am discussing security, closeness and distance between child and pedagogue and what that relationship might mean for child development. Then I turn to how to prioritize in order to be the best pedagogue for the benefit of the child's learning. My method is to reflect and question the knowledge I acquired during my work at the preschool. Together with various theories such as related theory, relationship skills and philosopher John Dewey, I have tried to have a discussion. In the text, I use two events from my work that illustrates the problem. With these as a foundation, I am discussing various opposed concept pairs such as control – initiative and their importance to be able to explore my problem of how to interpret the curriculum and prioritize my work. I have come to the conclusion that if we are to meet all people in a democratic and equal way, we ourselves need to some extent adapt to the one we face. The quality of the meeting between teacher and child affects whether the child will dare to express its thoughts and feelings. When teachers assume the child's thoughts and development, we can easily see the curriculum and the child's learning in a holistic perspective. The child finds it easier to learn new things when we as teachers assume the child's own thoughts. The relationship between child and teacher is important for the child's learning. In order to be capable of meeting these goals teachers are required to have an emotional maturity and development and the need to develop throughout life. We educators need to be better able to discuss and raise issues about how we handle our own emotions at work and what skills we need to be able to achieve these objectives. It can help us become a "bubbly enthusiast" who likes to work as a preschool teacher's, and finds the work developing and fun.

  • 181.
    Backholm, Hannah
    et al.
    Södertörn University, Teacher Education.
    Elisabet, Petersson
    Södertörn University, Teacher Education.
    Estetiska uttrycksformer som stöd för andraspråksinlärning: i förskolor inspirerade av Reggio Emilia-pedagogiken2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how preschool teachers in preschools inspired by the pedagogical philosophy of Reggio Emilia use aestheticforms of expression to support the Swedish language development of children that have Swedish as a second language. We want to know how these teachers incorporate aesthetics in the work with second language learners and how they use creative expressions as tools in this process.

    The study is based on a qualitative method focusing on interviews with five preschool teachers. The interviews were held in four different preschools in the county of Stockholm, all inspired by the pedagogical philosophy of Reggio Emilia and all located in multicultural areas. The results are analysed with the help of three theoretical perspectives: Dewey’s theories concerning experience, pedagogy and art, the socio-cultural perspective and social semiotics.

    The results of the study show that aesthetics are a vital part of the ReggioEmilia-preschools we have visited, though they aren’t always incorporated in the work with the second language learners. Second language development was stimulated through aestheticforms of expression in both planned and spontaneous activities, with the help of the preschool teachers. Aestheticexperiences were used as tools through their potential to include everyone and introduce multiple paths towards language development. Preschool teachers also experienced that their presence and listening skills were important in this process. As they, for example, named things and happenings around the children they scaffolded the children’s second language development.

  • 182.
    Backlund, Niclas
    Södertörn University, Teacher Education.
    "Varför kom vi olika yrkesgrupper inte så nära varandra som jag hade tänkt mig?": En vetenskaplig essä om fritidslärarens yrkesroll, med fokus på makt, etik och kommunikation.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Jag har i min essä reflekterat och sökt efter vad min yrkesroll som blivande lärare mot fritidshem ska vara och innebära. I samband med detta har jag också funderat över vad min plikt är i en dilemma situation där mitt yrkesuppdrag som fritidslärare ställs mot ett annat delegerat uppdrag i form av resurs till en elev under hela skoldagen. Jag har undersökt problematiken med hjälp av tre olika teoretiska perspektiv: den första är Michels Foucaults teori om makt, det andre är Ronald A Rothams teori om status och den tredje är Immanuel Kants teori om pliktetik.

    I den första delen har jag kommit fram till att skolan är en arena för olika maktstrukturer där resurser fördelas till olika verksamheter där bland annat skolan och fritidshemmet ingår. Jag har också kommit fram till att makten finns i alla relationer på vår arbetsplats och det som har betydelse i hur makten används i relationerna kan vara utbildning och yrkeserfarenhet bland annat. Makten behöver inte heller vara negativ utan kan användas som en produktiv kraft i att skapa kunskap och att skapa motstånd. Med hjälp av Ronald Rothmans teori om status har jag kommit fram till att den tillskrivna statusen, som vilar på en yrkesgrupps föreställningar om en annan, gör gällande att vi fritidspedagoger/fritidslärare ser lärarna som att inte ha någon förståelse för vår verksamhet och att lärarna ser oss fritidspedagoger/fritidslärare som ska hjälpa till klassrummet som en extra resurs. Vad gäller den förvärvade statusen, förutsättningar för arbetet, så menar jag att lärarna har en högre förvärvad status än oss fritidspedagoger/fritidslärare genom att de har legitimation, en högre lön och en längre utbildning exempelvis.  

    I min tredje reflekterande teoretiska del resonerar jag hur Immanuels Kant teori om pliktetik kan hjälpa mig till att förstå vad som är min plikt i mitt dilemma. Jag kommer här fram till att plikten alltid finns där och den förhåller sig till det som är det rätta, och inte alltid det som andra kräver av mig. För mig som yrkesutövande fritidslärare konstaterar jag att detta innebär att jag måste göra min plikt gentemot mitt yrkesuppdrag då det båda gynnar elevernas bästa och verksamhetens bästa. I den sista delen skriver jag en fiktiv berättelse där jag återigen möter läraren Kristina och försöker med språkets hjälp förklara min yrkesroll tydligare nu med en större insikt om den ska innebära.

  • 183. Backman, Ylva
    et al.
    Haglund, Liza
    Södertörn University College, School of Culture and Communication, Education.
    Gardelli, Viktor
    Persson, Anders
    Philosophy with children: moral argumentation and the role of pictures2011In: Educating for complex thinking through philosophical inquiry: Models, advances, and proposals for the new millennium : Proceedings of the 14th ICPIC Conference. / [ed] Marina Santi, Stefano Oliverio, Padova: Liguori , 2011, p. 12 s.-Conference paper (Other academic)
    Abstract [en]

    The aim of this paper is to outline the disposition and results of a short-time pilot study (Backman, 2009) of pupils’ ability to express ethical arguments and of the role of pictures in ethical argumentation. There were 18 pupils, in the ages 7-8 years, that participated in the study, which was carried out in a school in the northern part of Sweden. In this paper, we begin by giving a short description of some relevant statements in the Swedish national curriculum and put this in relation to some previous research on philosophical inquiry with children. Then we continue by describing some of the project’s influences from philosophical practice and theoretical groundwork. After this, some methodological concerns and ethical considerations are referred. Finally, some results of the study are described and shortly discussed.

  • 184.
    Badla Nilsson, Leila
    Södertörn University, Lärarutbildningen.
    Barns eget perspektiv på ”bra” mat: en kvalitativ studie med elever i årskurs tre2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This exam is about student’s perception of food and dietary advice. I illustrate food and eating from the youth's own perspective. The aim is to investigate how students perceive as "good" diet. It also reveals that students at the surveyed schools have poor knowledge of what is plate model. In the Swedish curriculum Lgr11 it is clear that the core content for students in grades 1-6 will contain the student include being informed about the selection and use of goods used in the home and how they in turn affect health (National Agency for Education, Lgr11: 43). I have interviewed students in grades 3 through focus groups to make it clear to you as readers to understand their own knowledge about nutrition.

  • 185.
    Bahou, Rania
    et al.
    Södertörn University, Teacher Education.
    Holm, Heleri
    Södertörn University, Teacher Education.
    ”Kossan är för tjock för att stå under stolen”: En observationsstudie om hur pedagoger och barn kommunicerar om matematik.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 186.
    Bahri Lundqvist, Iman
    Södertörn University College, Lärarutbildningen.
    Betydelsen av särskilda undervisningsgrupper: tio elevers upplevelser2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to gain additional knowledge and a greater understanding of pupils experiences of joining a special teaching group.  The study focuses on pupils with special needs and the ambition has been to get a student perspective of how they perceive their education with special support. In addition, the study is concerned with how pupils perceive their special support and whether this has any relevance to their learning, development and future goals.

    This study is based on Urie Bronfenbrenners theory The ecology of human development. The theoretical perspective highlights the interaction between the pupils and the school environment, which is important for development and learning. The study is based on a qualitative research method in the form of interviews. Ten pupils from two different municipalities have been interviewed.

    The results show that pupils are positive to the special form of teaching in smaller groups and consider their present situation better than their earlier experience of regular curriculum in large classes. In the special education groups the pupils are able to acquire the knowledge and skills they need in order to achieve their future goals.

  • 187.
    Baitar, Rami
    et al.
    Södertörn University College, Lärarutbildningen.
    Carlsson, Hanna
    Södertörn University College, Lärarutbildningen.
    Prövning av ett praktiskt verktyg för att främja likabehandling i skolan2008Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [en]

    The purpose of this study was to examine the laws, govern documents and guiding principals that are available for schools and their work regarding the work against discrimination, insulting and other forms of harassments, and then to form a method for the schools to implement this work in practice.

    The work to counteract discrimination, insult treatment and other forms of harassments should be done both in a short term and a long term. In this paper there is a presentation of a project, a set of lessons that was created and carried out as a trial. The project aims for conscious making among children and students in school regarding norm, deviation, discrimination and power and the fact that equal treatment is hard to achieve. The basic purpose behind the project is to offer a tool to schools and teachers so that they can decrease the possible gap between the laws and the practice of these laws by creating awareness among students and other teachers. The long term work for achieving equal treatment should be done on a political level. But at the same time one must learn to discuss the fact that there are and always will be power orders in school and all of society.

  • 188.
    Baran, Funda
    Södertörn University, Lärarutbildningen.
    Nyanlända elever i svensk skolkontext: En studie om nyanlända elevers möjligheter till inkludering i undervisningen ur ett interkulturellt perspektiv2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to understand how teachers in the preparatory class and regular class, in the meeting with newly arrived pupils, plan and carry out their teaching. This in order to facilitate social interaction and learning in the classroom, from an intercultural perspective. The examination was conducted through interviews with four teachers from the schools that I selected. The teachers gave their perspective on their approach to newly arrived pupils, through interviews. The result shows that the teachers have ambitions to start from the newly arrived pupils' own ideas and from their prior knowledge. They use these aspects as a starting point in the child's continued learning. You can see the tendencies of the intercultural approach in education that involves respectful responses that relate to the pupils' background, life and knowledge. The intercultural approach that largely pervades the teaching of the researched school allows the newly arrived pupils to have access to a school that accepts and respects them.

    The conclusion is that when these teachers educate, they use various teaching methods and they also offer each pupil the opportunity to gain knowledge and feel socially included. Teaching strategies that benefit the newly arrived pupils and that includes the pupil both educationally and socially in the classroom, has been described by every teacher. And the result shows that each pupil has individual abilities and needs for learning. The newly arrived pupils are included in the regular classroom with the other pupils, but yet they are excluded from the regular lessons because of teacher's teaching strategies that can be seen as flawed from an intercultural perspective. This result shows that the newly arrived pupils are prevented from participating in the didactic and the social inclusion in the regular classroom with the other pupils, which also can result in them falling outside and pointed out as different.

  • 189.
    Baran, Turkan
    Södertörn University, Lärarutbildningen.
    Interkulturell pedagogik: En studie om fem lärares förhållningssätt i en mångkulturell klass2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essay is to study five teachers' perceptions and experiences of a multicultural class. I want to find out how they relate to intercultural education and how they experience that they may apply it.

    Sweden is a multicultural society. This fact is even reflected in the school and this imposes on teachers finding new ways to educate and prepare their students for the multicultural society.

    I chose to carry out a qualitative survey and interviewed five teachers having contact with a multicultural class. The study also offers suggestions to future teachers who can benefit from it in terms of adopting convenient attitudes in multicultural classes with better understanding.

    The outcome reached shows that the interviewed teachers try to make use of intercultural pedagogy by addressing differences between students, adapting teaching to supply for the needs of students, and also by having good contact with parents. But teachers also experience difficulties. For example, they neither receive enough training in the research area nor have sufficient contact with native teachers who are important resources in multicultural schools.

  • 190.
    Barashi, Susan
    et al.
    Södertörn University, Teacher Education.
    Kroik, Patricia
    Södertörn University, Teacher Education.
    Den som ger sig in i leken får leken tåla!: En studie om barns maktlekar2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Our essay is about children's exercise of power, oppression or domination in games or when playing on school grounds with one and other. We thought it would be interesting to look into how children in preschool and up to the fifth grade use power acts respective power plays in leisure-time. During four days we visited two different after-school center and carried out observations of children during the school day and later inside the recreation centers during leisure activities. In order to analyze our empirical material in relation to power, we have used Magnus Hörnqvist (2012) interpretation of Michel Foucault's theory of power - Another Foucault. We have also used Åsa Bartholdsson (2008) thesis about The regular exercise of power regime – about normality and power in school. The result is that from what we could tell from the children's interaction with each other is that self-relational activities is the exercise of power which leads to recreate standards organized around influence. Which is a power that is both of means of control and of resistance that is particularly useful for understanding children's participation. It constructs the individuals’ strengths where the differences is converted to privileges and positions in a hierarchical order in the schoolyard.

  • 191.
    Barbus, Anna
    Södertörn University, Teacher Education.
    Allas lika rätt att gå i skolan: En essä om inkluderingsprocesser i praktiken2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my scientific essay is to examine how children with special needs should be included in school and after school center and which preconditions i have as a pedagogue to work with this. During my writing process, I have made my own thoughts and experiences visible by reflecting on them, and put them against other educationalists’ thoughts, discussed with other students and looked back through my own work experiences.

    The problem of inclusion is too common in our school and it has been interesting to work with what the literature has to say about the subject, and what experiences colleagues and co-students have had. Through the writing process I have examined the notion of inclusion, especially inclusion concerning children with special needs. The pupils behavioral problems affects classmates and me as a pedagogue at the after school center.

    In my work role in school and at the after school center i face inclusion processes with children with special needs, where my strategies do not work and where my reception does not have any effect. In the inclusionwork at a school, many different knowledge, properties and prerequisites are required in order for the educationalists to make the day bearable for the pupils, which the management has to give them.

    My conclclusion is that there is not one way to interact with people, the interaction needs to be formed individually. Every now and then I meet pupils where the way throught the school systems is not straight forward. To assist every pupil the teamwork among pedagogues key to reach the goal.

  • 192.
    Barck, Marie
    et al.
    Södertörn University College, School of Communication, Technology and Design.
    Ålund, Karin
    Södertörn University College, School of Communication, Technology and Design.
    Medieteknik och Högskolemässighet: En undersökning av högskolemässigheten inom ämnet medieteknik på Södertörns högskola2002Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [en]

    The purpose of this essay has been to investigate what the characteristics are for the subject Mediatecnique (medieteknik) that is held by Södertörns högskola, by using the term högskolemässighet1. The purpose is also to work out a number of criterias, that will make it possible to analyse högskolemässigheten within the subject. Our questions has been: Is Mediatecnique högskolemässig according to our criterias? and How can högskolemässigheten be increased? We carried out this investigation by working out a number of criterias for högskolemässighet. These criterias are based on a report published by The National Agency for Higher Education; “Ribban på rätt nivå – sju inlägg om högskolemässighet” , an essay written by Ingrid Widäng; ”’Högskolemässighet’ Karakteristika för utbildning och undervisning vid högskola och universitet – ur ett lärarperspektiv” and The National Agency for Higher Educations qualityaspects. What seems to be the four top characteristics are the degree of researchconnection, the degree of scientific approach, the students opportunities to develop a critical thinking and their ability to measure their knowledge towards others. Our criterias are: Research connection, Theory and Practice, Selfstudy and Critical thinking, Infrastructure, Internationalization, and Evaluations. By studying documents such as schedules, bibliography and curriculum and by asking questions by e-mail to the person responsible for Mediatecnique we have been investigating how högskolemässigheten is expressed within these categories. Högskolemässigheten varies within and between these categories. The researchconnection is low. If you would judge Mediatecnique only by this criteria it would not live up to the demand on högskolemässighet. But if you consider all criterias you can say that Mediatecnique is högskolemässig. Our conclusion is that the ones responsible for the subject should strengthen högskolemässigheten by increasing the researchconnection and give more room to discussions between teachers and students.

  • 193.
    Barda, Stéphane
    Södertörn University College, Lärarutbildningen.
    Går det att förebygga mobbning?2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    These days, schools are obliged by the law to prepare an annual plan for the prevention of bullying and degrading treatment. The purpose of my work is to investigate the 2 schools efforts to prevent bullying and abuse and how they live up to legal standards. But I have also examined how students in school are experiencing anti-bullying work in their school. I have also examined how much funding schools put on to prevent bullying I school. In this study, I have done interviews with school principals and students to have a clear picture about the school’s anti-bullying work. The materials I have used to create this work consist of the taped interviews and analysis of the schools’ treatment plans. My approaches in this work are both qualitative and comparative. The theoretical points are mainly three types of programs (Olweus, Friends and Pikas- common concern method). In addition, I have used the social constructionist theories (eg Vygoskij) and a perspective that is called "active teaching". Both schools will be mentioned as school A and B in the exam. I have been using the material of particular authorities as National Agency for Education, School Inspectorate and Crime Prevention Council. The sources are both credible and updated.

  • 194.
    Barkhem, Josefin
    Södertörn University, Teacher Education.
    Vilka länder får synas i engelskböckerna?: En undersökning hur engelskspråkiga länder framställs i läroböcker för årskurs tre2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study investigates whether students of year three get the chance to learn about cultures in places and contexts where English is used, through textbooks. The focus is whether the diversity of the English speaking cultures is shown or if a western centered image dominates. Postcolonial theory is the base of the investigation. As an analysis method, content analysis has mostly been used but also critical discourse analysis. The results show that Great Britain is the country that is most frequently represented in all books, but also that in general few cultures are brought up or explained. The purpose of this study is to investigate how English speaking parts of the world and contexts are represented in English books for year three.

  • 195.
    Barkåker, Cicci
    Södertörn University, Teacher Education.
    Sommarhögskolans verksamhet: Ur ett learning-by-doing och elevperspektiv2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper is written to take a close look at teaching methods used at the Summer Academy (SHS), which is held at Södertörns Högskola in Stockholm. SHS is a subdivision of the institution of teaching education, which annually, during summertime, offers an eight-day program for pupils between 13-15 years of age, from different schools located in socio-economically disadvantaged suburbs of Stockholm. The intention of SHS is to give the participating pupils an insight into higher education, especially that of university. The purpose of the activities, such as field trips, guided tours and corporate visits, is to make pupils aware of their own responsibility for their educational situation through different methods of knowledge transfer, to diversify the means of the education, and to bring awareness to the array of possibilities which they have access to within the Swedish system of tertiary education.

    The study is based on six deep-interviews, three with pupils and three with student mentors. Together with 131 surveys from the course given during the summer of 2014, and theories of John Dewey on “Learning-by-doing”, the results show that pupils participation in SHS give them a better understanding for, and knowledge about their own educational responsibility.

    Another question this paper seeks to address is how significantly the SHS program is changing the pupil’s experience of education in general and their view upon higher education specifically. Throughout this process, the aim is that the pupils will have gained a deeper understanding for the differences in educational form, the pupils own responsibility for shaping their future and how they themselves can take charge of their educational choices. After having participated in the SHS program, the pupils have made mature and insightful choices for their future education, where an academic choice is closer to hand than prior to the program.

  • 196.
    Barkåker, Cicci
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Butzias Issa, Georgia
    Södertörn University, School of Culture and Education, Teacher Education.
    Algebra i skolan: En studie om elevers algebraiska kunskaper inom området ekvationer i årskurs 92014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Algebra in school, - a study on students` algebraic knowledge of the field equations in ninth grade.International (TIMSS) and national mathematics studies detects that Swedish pupils math skills is deteriorating in comparison to other countries. Therefore has the subject of mathematics become one of the school subjects which are becoming increasingly in focus. The government has made a big effort, Matematiklyftet, in mathematics in primary education, 650 million has been invested and the Agency has been tasked to train all current mathematics teachers through peer collegial learning. This effort is the most pervasive in modern times in Sweden.The aim of this study is that we as prospective mathematics teachers want to find our approach to surveys results. By using the Governments’ diagnoses, Diamant, student group interviews, teacher interviews and theories in mathematics education, we want to make students' algebraic knowledge of the field equations visible. This to understand how their knowledge in practice relate to international and national studies.

  • 197.
    Barsom, Gabriella
    Södertörn University College, Lärarutbildningen.
    En studie om assyriska/syrianska ungdomars språkbruk och språkidentiteter2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
  • 198.
    Bartfai, Sara
    Södertörn University, Teacher Education.
    Algoritmen som kulturellt redskap: Fyra elevers förståelse av additionsalgoritmen2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this investigation has been to examine four students, in a second grade class in Stockholm, understanding of the addition algorithm. A small field study has been carried out including both interviews and classroom studies.

    Vygotsky’s socio-cultural theory and more specifically the concepts of mediation and cultural tools have been applied. Vygotsky asserts that our contact with the world is mediated by cultural tools. The addition algorithm is in this thesis seen as a cultural tool that the students are to appropriate.

    The results show a variation of the student’s understanding of the addition algorithm. Most importantly it shows that it is possible for students to “say more than they know” with the use of the algorithm. It is difficult to see how much a student really understand of a mathematical concept and easier to see if they do not understand it or are using it in an inappropriate way. Therefore it is necessary for teachers to form a dialogue with the students and ask them why they do as they do while using different mathematical concepts, such as addition algorithms, to acquire a perception of their mathematical understanding.

  • 199.
    Bartfai, Sara
    et al.
    Södertörn University, Teacher Education.
    Lööw, Torulf
    Södertörn University, Teacher Education.
    Att förstå vad man läser2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the present study is to describe and analyze what modes of discourse for reading comprehension were prominent among six teachers in two different schools in Stockholm, Sweden. Based on a teacher perspective on how to describe, teach and assess reading comprehension, the investigation concentrated on teacher discourses and their alignment with influential theories of reading. The study was based on transcriptions of six tape-recorded teacher interviews and classroom observations. The method for analyzing the material was a discourse analysis based on Rosalind Ivanic’s (2004) six writing discourses that were adapted to the context of reading comprehension. The results show that teachers in both schools tended to utilise several modes of discourse at the same time. There was overall a significant difference between the discourse styles that were used when the teachers were defining the purpose of reading comprehension and the styles used when the teachers were assessing reading comprehension. The teachers mainly used a creativity discourse and a social-practice discourse when explaining the purpose of reading comprehension. In describing assessment of reading comprehension however a skills discourse was more prominent among the teachers. Hence a discrepancy could be seen between how the teachers view the purpose of reading comprehension and how they assess it.

  • 200.
    Bartonek, Anders
    et al.
    Södertörn University, School of Culture and Communication, Philosophy.
    Cederberg, Carl
    Södertörn University, School of Culture and Communication, Philosophy.
    Pedagogik som sokratisk kvalitetssäkring2010In: Tradition och praxis i högre utbildning: tolv ämnesdidaktiska studier / [ed] Anders Burman, Ana Graviz, Johan Rönnby, Huddinge: Södertörns högskola , 2010, p. 99-113Chapter in book (Other academic)
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