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  • 151.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    [recension av:] Andragogija. Časopis za obrazovanje odraslih i kulturu 1975 Nos 1-121977In: Oświata Dorosłych, ISSN 0472-2191, Vol. 20, no 2, p. 114-117Article, book review (Other academic)
  • 152.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    [recension av:] Andragogija. Časopis za obrazovanje odraslih i kulturu 1976 Nos 1-121977In: Oświata Dorosłych, ISSN 0472-2191, Vol. 20, no 9, p. 507-510Article, book review (Other academic)
  • 153.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    [recension av:] Barbro Berg & Bertil Östergren: Innovations and Innovation Processes in Higher Education, Stockholm 19771979In: Dydaktyka Szkoły Wyższej, Vol. 1Article, book review (Other academic)
  • 154.
    Bron Jr, Michal
    Instytut Badan Pedagogicznych, Warszawa.
    [recension av:] B.G. Anan’ev & E.I. Stepanova (red.) Vozrastnaja psichologija vzroslych. Teoretičeskaja i prikladnaja. Tezisy dokladov, Leningrad 19711973In: Oświata Dorosłych, ISSN 0472-2191, Vol. 16, no 6, p. 374-375Article, book review (Other academic)
  • 155.
    Bron Jr, Michal
    Instytut Badan Pedagogicznych, Warszawa.
    [recension av:] Borivoj Samolovčev Teorijske osnove vojnog vaspitanja i obrazovanja, Beograd 19721974In: Oświata Dorosłych, ISSN 0472-2191, Vol. 17, no 4, p. 251-254Article, book review (Other academic)
  • 156.
    Bron Jr, Michal
    Svenska akademiens Nobelbibliotek.
    [recension av:] Chris Murray & David Haran: The Young Manual Worker in Britain and Sweden. A social psychological study of occupational socialisation. Manchester Monographs 24, Manchester 19861987In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 6, no 1, p. 87-88Article, book review (Other academic)
  • 157.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    [recension av:] Dušan Savičević: Povratno obrazovanje i udruženi rad, Beograd 19751977In: Oświata Dorosłych, ISSN 0472-2191, Vol. 20, no 1, p. 53-54Article, book review (Other academic)
  • 158.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    [recension av:] Ernest Natalis: Un quart de siècle de litterature pédagogique. Essai bibliographique 1945-1970, Gembloux 19711977In: Kwartalnik Pedagogiczny, ISSN 0023-5938, Vol. 20, no 1, p. 169-171Article, book review (Other academic)
  • 159.
    Bron Jr, Michal
    Instytut Badan Pedagogicznych, Warszawa.
    [recension av:] John Lowe Education for Adults. A world perspective, Paris 19751976In: Oświata Dorosłych, ISSN 0472-2191, Vol. 19, no 6, p. 312-316Article, book review (Other academic)
  • 160.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    [recension av:] Jones, P. & A.H. Charnley: Adult Literacy. A study of its impact, Leicester 19791980In: Oświata Dorosłych, ISSN 0472-2191, Vol. 24, no 7, p. 437-438Article, book review (Other academic)
  • 161.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    [recension av:] Mladen Zvonarević & Aleksandar Kovačić: Vrednovanje odgojno-obrazovnih rezultata u narodnim i radničkim sveučilištima, Zagreb 19751977In: Oświata Dorosłych, ISSN 0472-2191, Vol. 20, no 7, p. 395-398Article, book review (Other academic)
  • 162. Bron Jr, Michal
    [recension av:] N. Osipova & I.S. Dobinova Večrnaja (smennaja) i zaočnaja sredniaja škola. Bibliografičeskij ukazatel’. Vypusk 4, Leningrad 19691971In: Oświata Dorosłych, ISSN 0472-2191, Vol. 14, no 6, p. 377-Article, book review (Other academic)
  • 163.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    [recension av:] Roby Kidd & Gordon R. Selman (eds.): Coming of Age. Canadian adult education in the 60’s, Toronto 19781979In: Oświata Dorosłych, ISSN 0472-2191, Vol. 23, no 3, p. 163-166Article, book review (Other academic)
  • 164. Bron Jr, Michal
    [recension av:] S. Veršlovskij (red.): Puti vovlečenija rabotajuščej molodežy v večernie školy. Pedagogičeskie rekomendacii, Leningrad 19701971In: Oświata Dorosłych, ISSN 0472-2191, Vol. 14, no 9, p. 565-571Article, book review (Other academic)
  • 165.
    Bron Jr, Michal
    Instytut Badan Pedagogicznych, Warszawa.
    [recension av:] Večernaja (smiennaja) i zaočnaja sredniaja škola. Bibliografičeskij ukazatel’. Vypusk 5, Leningrad 19711972In: Oświata Dorosłych, ISSN 0472-2191, Vol. 15, no 5, p. 310-311Article, book review (Other academic)
  • 166.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    [recension av:] Večernaja Srednaja Škola 19791979In: Oświata Dorosłych, ISSN 0472-2191, Vol. 23, no 7, p. 387-390Article, book review (Other academic)
  • 167.
    Bron Jr, Michal
    Södertörn University, Södertörn University Library. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Research on education for democratic citizenship in Poland2007Report (Refereed)
    Abstract [en]

    Very few could disagree with the assertion that civic education is especially needed in societies that have recently freed themselves from authoritarian regimes. Education, which would aim at raising citizens' understanding of constitutional democracy, i.e. rule of law, limited government, individual rights, political participation, social activism. The main task of which would be to inculcate in adults that it is necessary to combine liberty with order, majority rule with minority rights, private rights with the public good. The question however, is how to overcome the communist legacy - that is, how to successfully combat indifference and distrust of citizens? The memory of the infamous ‘political education’ (wychowanie obywatelskie) is so strong that it still impedes many adults from attending any kind of non-vocational education. It also discourages many associations and institutions from including 'civics' in their educational offer. According to the few accessible studies presented in this report, the majority of adult Poles declare their attachment to democratic and liberal values. However, the “need for a democratic society is recognize rather than understood”. As far as the research is concerned, general statements rather than actual research prevail in Polish academic publications. One can distinguish several reasons for that. As it was previously mentioned, education for democratic citizenship targeting adults is virtually non-existent in Poland. Thus, there is not much to be investigated. No purposeful, intentional courses in civics for adults are given – there are no interested providers or an interested public.

  • 168.
    Bron Jr, Michal
    Warszawa universitet, Pedagogiska fakulteten.
    Rozwój i osiągnięcia oświaty dorosłych w SFR Jugosławii (1945-1975)1979Doctoral thesis, monograph (Other academic)
  • 169.
    Bron Jr, Michal
    Uppsala universitet, Pedagogiska institutionen.
    Sylwetki wybitnych oświatowców1984In: Z dziejów oświaty dorosłych w Polsce. / [ed] [Michal Bron Jr] ; Kazimierz Wojciechowski, Warszawa: WSiP , 1984, p. 108-129Chapter in book (Other academic)
  • 170.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    Szkolnictwo wyższe a kształcenie ustawiczne: Diagnoza i prognoza1978Report (Other academic)
  • 171.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    Tendencje i trendy rozwojowe szkolnictwa wyższego w wysoko rozwiniętych krajach świata.1982Report (Other academic)
  • 172.
    Bron Jr, Michal
    Svenska Akademiens Nobelbibliotek.
    The role of adult education in a democratic society1995In: Adult Education & Democracy / [ed] [Larissa Jögi], Tallinn: Tallinn Pedagogical University , 1995, p. 107-130Chapter in book (Other academic)
  • 173.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    University Adult Education in Poland1979In: International Journal of University Adult Education, ISSN 0074-3992, Vol. 18, no 3Article in journal (Refereed)
  • 174. Bron Jr, Michal
    Universytety powszechne i robotnicze w Jugosławii1978In: Universytety powszechne za granicą, Warszawa: ZG TWP , 1978, p. 58-71Chapter in book (Other academic)
  • 175.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    Uniwersyteckie kształcenie kadr oświatowych w wybranych krajach1978In: Oświata Dorosłych, ISSN 0472-2191, Vol. 22, no 7, p. 372-378Article in journal (Other academic)
  • 176.
    Bron Jr, Michal
    Svenska Akademiens Nobelbibliotek.
    Utracona tożsamość: Zmierzch edukacji dorosłych w Jugosławii1992In: Oświata dorosłych jako ruch społeczny / [ed] Ferenz Krystyna, Wrocław: Wyd. UWr , 1992, p. 123-140Chapter in book (Other academic)
  • 177.
    Bron Jr, Michal
    Instytut Badan Pedagogicznych, Warszawa.
    Wyjśċ z zaścianka1975In: Oświata Dorosłych, ISSN 0472-2191, Vol. 19, no 7/8, p. 442-443Article in journal (Other academic)
  • 178.
    [Bron Jr, Michal]
    Uppsala universitet, Pedagogiska institutionen.
    Z dziejów oświaty dorosłych w Polsce. 1984Collection (editor) (Other academic)
  • 179.
    Bron Jr, Michal
    Instytut Polityki Naukowej i Szkolnictwa Wyzszego, Warszawa.
    [översättning av:] Saviċeviċ, Dušan: Swoistośċ uczenia się dorosłych1981In: Oświata Dorosłych, ISSN 0472-2191, Vol. 25, no 1Article in journal (Other academic)
  • 180.
    Bron Jr, Michal
    et al.
    Södertörn University, Södertörn University Library. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Fennes, Helmut
    Adult Education for Democratic Citizenship: Transnational Analysis of Practices2007Report (Refereed)
    Abstract [en]

    When studying Adult Education for Democratic Citizenship (AEDC) or discussing the relationship between adult education and civil society, one can attribute an NGO, or the “Interesting and Relevant Initiatives” (IRIs) gathered for this project, three roles: (1) as a supplier of services to civil society; (2) as an organisation (or a group of organisations) which is part of civil society; (3) as an exemplary power which itself visibly adopts and fosters the mind set needed for civil society to flourish Altogether 24 Interesting and Relevant Initiatives (IRIs) were analysed in the nine countries involved: Austria (AT/2 IRIs), Germany (DE/2), Denmark (DK/3), Spain (ES/3), Hungary (HU/2), Poland (PL/5), Romania (RO/2), Slovenia (SL/2), United Kingdom (UK/2).

  • 181.
    Bron Jr, Michal
    et al.
    Södertörn University, Södertörn University Library.
    Field, John
    Active citizenship and adult learning in contemporary Europe: An introduction2001In: Adult Education and Democratic Citizenship III / [ed] Bron Jr, Michal & Field, John, Wroclaw: Wyd. Naukowe DSWE , 2001, p. 7-16Chapter in book (Other academic)
  • 182.
    Bron Jr, Michal
    et al.
    Södertörn University, Södertörn University Library.
    Field, John
    Adult Education and Democratic Citizenship III2001Collection (editor) (Refereed)
  • 183.
    Bron Jr, Michal
    et al.
    Södertörn University, Södertörn University Library.
    Guimarães, PaulaCastro, Rui Vieira de
    The State, Civil Society and the Citizen: Exploring relationship in the field of adult education in Europe2009Collection (editor) (Refereed)
  • 184. Bron Jr, Michal
    et al.
    Hovenberg, Hans
    Folkbildarsamverkan för en demokratisk skola1994In: Acta Sueco-Polonica, ISSN 1104-3431, no 2, p. 169-175Article in journal (Other (popular science, discussion, etc.))
  • 185.
    Bron Jr, Michal
    et al.
    Svenska Akademiens Nobelbibliotek.
    Malewski, Mieczyslaw
    Adult Education and Democratic Citizenship1995Collection (editor) (Refereed)
  • 186.
    Bron Jr, Michal
    et al.
    Södertörn University, Södertörn University Library.
    Wildemeersch, DannyStroobants, Verle
    Active Citizenship and Multiple Identities in Europe: A learning outlook2005Collection (editor) (Refereed)
  • 187.
    Bron Jr, Michal
    et al.
    Uppsala universitet, Pedagogiska institutionen.
    Wojciechowska-Bron, Agnieszka
    Adult Basic Education in Yugoslavia and Poland: An Introduction to a Comparative Analysis. 1983Book (Other academic)
  • 188. Bron Jr, Michal
    et al.
    Wojciechowska-Bron, Agnieszka
    University adult education in Poland1980In: The Universities and Adult Education in Europe / [ed] Kulich, Jindra & Krüger, Wolfgang, Vancouver: The University of British Columbia , 1980, p. 119-132Chapter in book (Other academic)
  • 189. Bron Jr, Michal
    et al.
    Wojciechowska-Bron, Agnieszka
    Universität und Erwachsenenbildung in Polen1978In: Universität und Erwachsenenbildung in Europa / [ed] Krüger, Wolfgang, Braunschweig: Westermann , 1978, p. 174-179Chapter in book (Other academic)
  • 190.
    Bron Jr, Michal
    et al.
    Uppsala universitet, Pedagogiska institutionen.
    Wojciechowska-Bron, Agnieszka
    Workers' education in Poland1985In: Internationales Jahrbuch der Erwachsenenbildung / [ed] Joachim N. Knoll, Köln: Böhlau Verlag , 1985, p. 265-290Chapter in book (Other academic)
  • 191.
    Bron Jr, Michał
    Södertörn University, Södertörn University Library.
    Remedy for apathy?: The role of NGOs in activating citizens in today's Russia2005In: Active Citizenship and Multiple Identities in Europe.: A learning outlook / [ed] Danny Wildemeersch, Veerle Stroobants, Michal Bron Jr, Frankfurt am Main: Peter Lang , 2005, p. 279-296Chapter in book (Refereed)
    Abstract [en]

    This text stems from my research interest in the origins, the development and the conditions of civil society in Russia. One of the phenomena under study was the extent to which Russia’s citizens are interested in actively participating in social and political life of their country, region and local community. As a result, the notion of apathy surfaced from a number of research projects carried out by other scholars in Russia. Another phenomenon, that appeared to be of great concern to many observers, was that of Western assistance. The state authorities, as well as NGO leaders and the general public were taking very different and changing attitudes towards the presence and work of foreign donors

  • 192.
    Bross, Cecilia
    Södertörn University, Teacher Education.
    "Nu får du tänka själv!": En vetenskaplig essä om det kritiska tänkandet på förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    “Think for yourself! An essay on Critical Thinking in Preschool”

     

    This essay focuses on critical thinking in a preschool context and begins with two self-experienced stories. The first one describes a reflection meeting between me and my colleagues where we discuss an unruly, but critical thinking, child. The other one portrays a book conversation where I fail to evoke critical thoughts in two of the children. Based on these two stories, my purpose is to investigate my own conceptions of critical thinking. I ask myself what I comprise in these conceptions and I illustrate how it affects me in my work as a preschool teacher. Furthermore, I examine the purpose of education and take a closer look at the preschool curriculum to see what sort of critical thinking it includes. I debate whether it is possible to teach critical thinking and also discuss the notion of freedom and the significance of language.

         The method of this work is essay writing which means that I – through my stories – reflect and deepen those reflections by relating them to theoretical literature in pedagogy and philosophy as well as the curriculum.

         My main literature has a historical perspective in the works of Immanuel Kant concerning education and enlightenment. I also use a theoretical framework from Gert Biesta, and especially his notions of the three functions of education: qualification, socialization and subjectification. 

         My essay confirms the importance of reflection and advocates an active discussion concerning various conceptions and their significance. 

  • 193.
    Buchanan, John
    et al.
    University of Technology, Sydney UTS.
    Hellstén, Meeri
    Södertörn University, School of Culture and Education, Education.
    Editorial: "I love the smell of NAPLAN in the morning"2013In: Issues in educational research, ISSN 0313-7155, E-ISSN 1837-6290, Vol. 23, no 3, p. ii-iiiArticle in journal (Other academic)
    Abstract [en]

    NAPLAN (The National Assessment Program - Literacy and Numeracy) is an annual Australia-wide testing regime in years 3, 5 7 and 9. It is one of a number of national and international testing schemes currently in operation. This issue of the journal is also being published in the context of an emerging National Curriculum in Australia. At such times, and at all times, it seems, we tend to focus on what we want our students to know and be able to do at the end of a certain period or learning experience. These are fine quest(ion)s. A more fundamental question, one that risks being lost in the mix of this, however, is, 'what kind of people would we like our students to be at the end of and as a result of their learning-time with us, their teachers?'

  • 194.
    Burman, Anders
    Södertörn University, School of Culture and Communication, History of ideas.
    Den stora berättelsen: didaktiska reflektioner kring grundkursen i idé- och lärdomshistoria2010In: Tradition och praxis i högre utbildning: tolv ämnesdidaktiska studier / [ed] Anders Burman, Ana Graviz, Johan Rönnby, Huddinge: Södertörns högskola , 2010, p. 191-210Chapter in book (Other academic)
  • 195.
    Bygde, Emil
    Södertörn University, Teacher Education.
    IKT i hemmet: Studie i användning av digitala verktyg under fritiden2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine how students in third grade use ICT equipment intheir home environment, and if there are any correlations between their usage and the nationalpolicy documents, including the planned revision of those documents planned for 2017. Furthermore will potential differences between individual students ICT usage, and their teachers perception of said use be highlighted. The methods used for this study will be both quantitative and qualitative, where a quantitative survey taken by two classes in third gradefrom different schools is used to poll ICT usage. A qualitative interview with both classesteacher is also performed to highlight their perspective on ICT and their students use of it. The conclusion of the study shows that there are differences between how both students as individuals and classes as micro cultures use ICT, and that the teachers have a superficially correct perception of their individual classes. The study highlights that the ICT activities that the students claim to participate in during their leisure time have practical connections to the national policy documents, but that different activities have different connections. The study also shows that said micro cultures affects how the different classes use ICT as groups and by doing so, also affects the classes competency, within ICT as well as traditional school subjects.

  • 196.
    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”.

  • 197.
    Carlsson, Sofia
    Södertörn University, School of Culture and Education.
    "God" utbildning i förskolan: En kritisk diskursanalys av hur förskolans syften framträder i Läroplanen för förskolan 20182018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to illustrate the conceptions of the purpose of preschool education that is discursively constructed in the new Läroplanen för förskolan (2018) (the Preschool Curriculum). The study also included examining which discursive battles that are visible in the material and further, which discourse is in a hegemonic position. The theoretical basis is Biestas (2011) three educational functions: qualification, socialization and subjectification. Methodological inspiration is retrieved from Faircloughs (1992) critical discourse analysis where the concepts of intertextuality, interdiscursivity and modality have been used to analyze how discourses emerged and how they are presented. The material included in the analysis was Läroplanen för förskolan (2018) which has been analyzed in relation to: Starting strong III (OECD 2013), Uppdrag om en översyn av läroplanen för förskolan (Regeringen 2017), Förskolans kvalitet och måluppfyllelse (Skolinspektionen 2018) and Läroplanen för förskolan (2016). The analysis led to identification of four discourses; the Edu(Care) discourse, the future-oriented discourse, the democratic discourse and the cultivation discourse. All discourses articulates the desired purpose of the preschool education in different ways. The result shows that, among other things, the hegemonic discourse is that of Edu(Care), where emphasis is primarily on learning. Otherwise, discourses are mostly forward-looking and aim at what is to be achieved in the future. Even children's curiosity and creativity is presented as the basis of an expected development of the child.

  • 198.
    Carmstad Hofmeijer, Malin
    et al.
    Södertörn University, Teacher Education.
    Ekholm, Jessica
    Södertörn University, Teacher Education.
    "Jag blir ju mycket mer intressant om jag rör mig": Hur pedagoger med kroppsspråket engagerar barnen under samlingssituationer i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to increase the understanding of how pedagogues use of body language can contribute to evoke and maintain the children’s interest during gatherings in preschool. We want to find out how the participating pedagogues use their own body language during gatherings and what they think about their own use of body language as a communicative tool. Since it has been shown that the body language has a huge role in human communication we insinuate that the pedagogues own conception and awareness about their body language is of importance. We hope and believe that this paper will broaden the awareness of body language use in preschool and that the pedagogues that participate in this search and/or read this paper will think about their own use of body language. Based on this study’s purpose, the following questions has been formulated:

    • How do pedagogues in preschool use their body language during gatherings?
    • What do the pedagogues think about the body language as a communicative tool?
    • How aware are the pedagogues about their own use of body language?
    • What significance can the body language have to evoke and maintain the children’s interest?
  • 199.
    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.  

  • 200.
    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.

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