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  • 151.
    Olin-Scheller, Christina
    et al.
    Karlstads universitet.
    Nahnfeldt, Cecilia
    Karlstads universitet.
    Sandlund, Erica
    Karlstads universitet.
    Jacobsen, Liselotte
    Nyroos, Lina
    Uppsala universitet.
    Närstudie av medarbetarsamtalets roll i att möjliggöra balans i livet: JämVäxt. Modeller för jämställd hållbar tillväxt. Sammanfattning av forskningsresultat2009Other (Other (popular science, discussion, etc.))
  • 152.
    Olsson, Alexander Rolf Emanuel
    Södertörn University, School of Culture and Education.
    Rätt ska va' rätt: En analys över svensklärares bedömningspraxis av elevtexter2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The following analysis is based on a survey of 14 respondents and intends to make visible what Swedish teachers in the subject of Swedish focus on in their assessments of student texts, in Stockholm's upper high schools. The result shows that the communicative qualities of the texts and language functions are emphasized while the textual form, its linguistic correctness aspects, are given less focus. It also emerges that the advanced texts get more precise assessment, while poorer text compositions may be critiqued more generally. The essay’s analytical chapter confronts how these aspects are practiced, specified and utilized according to formative assessments based on Lev Vygotsky's theories. Then follows a discussion on how assessment practices affects teaching and what consequences one may expect from such an assessment culture.

  • 153.
    Olsson, Sofie
    Södertörn University College, Lärarutbildningen.
    Interkulturell samlevnadsundervisning?: En textanalytisk undersökning av två läromaterial inom sex- och samlevnadsområdet.2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper is intending to examine the intercultural aspects of two teaching aids used in Swedish schools today. How does the material take the students prerequisite in consideration? Is every student included in the material in order with the standpoint and laws in the Swedish school system? And if they are not, who is the outsider in this occasion? With intercultural pedagogy lies the idea that everyone is unique and that teachers has an opportunity to develop and make student grow mentally. Intercultural endeavor is to learn to accept our differences and see them as assets instead. The theory’s used in this paper in mostly the postcolonial theory with its dividing between "us" and "the others".

  • 154.
    Onn, Gustaf
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Tourism Studies.
    Om att styra självständighet2014In: Att lära en företagsekonom att tänka / [ed] Jonna Hjertström Lappalainen, Ann-Sofie Köping Olsson & Tommy Larsson Segerlind, Huddinge: Södertörns högskola , 2014, p. 113-132Chapter in book (Other academic)
  • 155.
    Opacic, Anita
    Södertörn University, Teacher Education.
    Vi vill leka själva faktiskt!: En essä om barns kamratkultur i förskolan, när det inte riktigt fungerar och pedagogens roll i sammanhanget2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay focuses on my reflections on children’s peer culture and their interactions in preschool when it comes to conflicts and their ways of treating each other in such situations. I start by telling a story where I describe a situation between four children and their way of handling a conflict between them. Based on my story I want to investigate and understand how peer culture works and why it sometimes doesn´t work in children’s relationships. Why it sometimes comes to children excluding each other or using power over one another in different ways, good and bad. This makes me think about my own ways of handling things and why I sometimes hesitate when it comes to knowing what the right thing to do is. The purpose of writing an essay as a method is to reflect and deepen my own understanding of these matters, like peer culture, conflicts between children and their relationships, but also of my own actions and how I can better understand them. This way of writing, reflecting and relating to theoretical literature deepens my own reflections and understanding of the questions I have been hesitant about, which are: What strategies are children using in conflicts and what norms govern children’s peer culture in preschool? How do I as a teacher work with conflict management? Why do I hesitate in my own knowledge of what is right or wrong? The theoretical perspectives I have been using to better understand my story are by William Corsaro, Fanny Jonsdottir and Pia Williams and their studies about peer culture and social interactions as well as Annica Löfdahl who also writes about norms and attitudes in children's play. To reflect on the social competence and self-esteem of children I explore Margareta Öhman and Kari Pape, who also studied children excluding each other and power structures. I have also reflected on Cecilia Ländins research on master suppression techniques and Maria Johansson, the actress, who writes about: having courage, fairness and kindness.

  • 156.
    Ottosson, Moa
    Södertörn University College, Lärarutbildningen.
    Traumahantering hos nyanlända flyktingbarn i skolan: Ett krispedagogiskt perspektiv2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    To this date there are 14 major armed conflicts, four of which are defined as war. Every day several people come to Sweden as asylum  seekers and refugees looking for a residence permit in Sweden. This paper is about the children who receive a residence permit in Sweden and attend Swedish schools. Many of these children have experienced trauma – damage to the psyche after a traumatic experience.

    From two qualitative interviews of a principal and a counselor at a school in Järfälla municipality, and three teachers at the same school, I studied what trauma management at this school looks like. Furthermore, the paper seeks to examine whether there is collaboration between the school and BUP (child and youth psychiatry) for the students who need psychological support to overcome their problems.

    The school in my study has no cooperation with BUP, but did have previously. This cooperation was shut down because of the cost cuts. The school in my study has no real trauma management but will send a referral to the BUP after consultation with parents if such a need is believed to exist.

    The essay is written with a crisis of educational perspective, which means that I spent part of my theory of teaching crisis in the analysis. The crisis pedagogical approach is designed to give teachers the opportunity to help students with trauma to bring new educational opportunities out of a crisis or a trauma. The conclusion from this perspective was that a crisis educational plan is difficult to use for newly arrived refugee children because they rarely have the ability to communicate so well that a crisis educational plan would work.

  • 157.
    Palusz, Klaudia
    Södertörn University, School of Culture and Education.
    Jag ser att ni är osams, hur ska vi göra nu då?: En kvalitativ intervjustudie om förskollärarens strategier vid konflikhantering mellan barn på förskolan.2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    ‘’I see that you are quarrelling, what we supposed to do with this now?’’ The subject of my research is conflict management in preschool in order to gain knowledge about the perception of conflicts preschoolers, and how they relate to children's conflicts and conflict management. Moreover, I would like to find out which types of strategies are used by preschoolers to deal with conflicts and how these strategies can help to prevent clashes. Content of the research is based on the sociocultural theory of Lev Vygotsky's and Richard Cohen's conflict pyramid, describing different levels of conflict strategies. In order to accurately present the subject and answer all question I have used qualitative interviews with preschool teachers. The results indicate that the conflicts are fundamentally positive, therefore the individual or the group can develop themselves in a proper way. Preschool teachers noticed that conflicts usually appear when children are quarrelling and disagree in some situation. Many conflicts concern material issues for example toys or general misunderstandings. Preschool teachers use different strategies to deal with conflicts between children, for instance: mediating, discussing or reflecting together in conflict situations. Furthermore, communication and interaction between preschoolteachers and children are the most important aspect in conflict management, because through them people learn and develop. Preschool teachers emphasize that they work in the present as well as preventive to reduce situations caused conflicts and to strengthen children's skills to deal with conflicts.

  • 158.
    Papke, Hjördis-Elin
    Södertörn University, Teacher Education.
    Maktkampen i övergångsprocessen: En kvalitativ studie om samverkan mellan förskolan och förskoleklassen2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to examine the transition from preschool to preschool class and how teachers cooperate. Furthermore, the aim was to examine if the original purpose of preschool class, to create an easier transition between preschool and primary school, has been accomplished.

    The method used in this study is qualitative with semi structured interviews conducted with preschool and preschool class teachers in Stockholm and Sundsvall. The material gathered from the interviews was analyzed with Foucault’s theory of power, the concept of continuity, a cooperation model and frame factors.

    The results show that teachers from preschool and preschool class are in an ongoing power struggle which affects the transition. Due to this power struggle and frame factors like lack of time, a good cooperation is harder to achieve between preschool and preschool class.

  • 159.
    Paredes Morel, Paulina
    Södertörn University College, Lärarutbildningen.
    Demokrati i klassrummet: En kvalitativ studie i de sociala rollernas betydelse i år tre.2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    According to the curriculum the Swedish school system should aim to let the democratic values permeate the school as a whole, and the school should assume each student's individual abilities in teaching. (Lpo -94) Democratic education is what the pragmatist John Dewey strongly encourages in his book Democracy and Education, which is why he stands for the theoretical framework of the concept of democracy in the school context. This study aims to examine whether and if so, the social roles in a classroom can affect students' opportunities for learning. The main research questions asked were:

    • How can the social roles affect students' opportunities for learning in a classroom?
    • How do students perceive that the social roles in the classroom affect their opportunities for learning?

    This has been investigated by two complementary perspectives.  Partly thru a student perspective to raise the students 'own experiences, and partly from an outside perspective to show how I, as an observer can see that social roles affect students' opportunities for learning. The study encompasses three observation opportunities in a grade three, and six interviews with students from this class. The results of the study showed that social roles have significant impact on individuals' opportunities for learning in the classroom. The study reaches the conclusion that the social roles are not something that is possible to, or even desirable to ignore. However, it is important to be aware that different social roles in a classroom have different conditions. An education that is guided by democratic values will ensure that all pupils in the widest extent possible are given the same opportunities to learn and develop.

     

  • 160.
    Pautkina, Kristina
    Södertörn University, Teacher Education.
    "Det är en fantastisk grund att vila verksamheten på!": En kvalitativ studie av förskollärares uppfattningar av värdegrunden i den svenska förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka förskollärares uppfattningar av värdegrunden, vilken betydelse de tillskriver den och hur de resonerar vid uppkomsten av etiska dilemman inom värdegrundens ramar. Utgångspunkterna för undersökningen är att vi idag lever i ett postmodernt och mångkulturellt samhälle, som präglas av värdepluralism och skillnader i livsåskådningsfrågor. Inom denna socialpolitiska kontext finner vi ett etiskt styrdokument som avser överföring av vissa grundläggande och gemensamma värden till barnen.

    Studien grundar sig i kontextualiseringteorin. Inom den teorin ses kunskap som något som finns inom spänningsfältet mellan individens inre kunskapsrepertoar och individens uppfattning, eller kontextualisering, av situationen. Tolkningen av situationen i samspel med individens inre föreställningar och begreppsvärld påverkar vilken kunskap som aktualiseras. På det viset ligger en bestämd intention bakom varje handling, ett mål individen vill uppnå. Metoden som används i studien är intentionell analys. Metoden analyserar den möjliga intentionen bakom individens handling. Analysen utförs med hänsyn till de inre handlingsdeterminanterna (individens begreppssystem, föreställningar, känslor och erfarenheter) och de yttre handlingsdeterminanterna (plikter, normer och möjligheter som situationen implicerar).

    Resultatet av studien visar på att trots att förskollärare tämligen ofta medger att värdegrunden är komplex och mångtydig, är de genomgående positiva till värdegrunden. Förskollärare uppfattar värdegrunden som en demokratisk diskurs, ett respektfullt bemötande och en instutionell ideologi som gäller inom förskolans värld, men inte utanför den.

    Slutsatserna av studien tyder på att värdegrunden uppfattas och tolkas på varierande sätt inom förskolepraktiken, och att det därför finns ett behov av precision och förtydligande i det värdepedagogiska arbetet.

  • 161.
    Petersson, Johanna
    Södertörn University College, Lärarutbildningen.
    Lättläst eller inte?: En läromedelsanalys av lättlästa läroböcker, inom ämnet svenska, anpassade för elever med läs- och skrivsvårigheter2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The demands on the adult literacy-rate are very high in Sweden. People with reading and writing difficulties may find it hard to fit into the community and to succeed in school. To accommodate the needs of students with learning disabilities, Swedish schools provide easy-to-understand materials. The purpose of my thesis is to examine how easy-to-read textbooks for high school students are different from regular textbooks. The study was carried out using a content analysis and I examined the books according to criteria specified by the Swedish author Torbjörn Lundgren. The results showed that the adapted books do not follow the requirements for easy-to-read literature. However, there is a big difference between the easy-to-read textbooks and the regular textbooks. The easy-to-read books have been simplified and the content is explained in complete detail. There is also a big difference between the two adapted books that I examined. They seem to be based on different easy-to-read criteria.

  • 162.
    Pettersson, Cecilia
    Södertörn University, Teacher Education.
    Litar de på min kompetens?: En bra dialog och lagom mycket föräldrainflytande2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is based on three self-experienced stories that shares the problem of parents showing a lack of trust in my experience and competence (as a teacher). The first story highlights how the parents have opinions regarding what outdoor clothes a child is wearing just by seeing a photo in the preschools blog. My next story describes a child ́s parents demanding to reduce the nap time sleep at preschool, despite that the child being negatively affected by it. In my third story I share a different view then the parents regarding a child’s language development and the method (supporting signs) the preschool uses. At the same time I am supposed to follow the preschool curriculum that highlights the parents right to have influence in the preschool.

    My main question is based on the challenges and opportunities that we as staff at preschool face, when parents gain a greater insight into preschool with digitised platforms. As well as the need for a collaboration based on trust, there also needs to be a balance between the parents right to influence and my pedagogical knowledge.

    The scientific essay writing as a method has meant that I have had the opportunity to distance myself in these events and therefore been able to reflect both on my own, and in group together with my fellow students. A different part of this has been to challenge my own thoughts against the litterateur, which has meant I have discovered new ways of thinking and reasoning, which has given me the opportunity to change my attitude.

    The theoretical perspective I have used in this essay, is based on the Greek philosopher Aristotle’s forms on knowledge, focusing on fronesis - practical wisdom. To examine the concepts; relationship, communication and cooperation I have primarily used literature that investigates cooperation with parents, relationships competence and leadership.

    One important conclusion I have reached is the importance of a functioning communication at the same time as a good communication is affected by the relationship as well as cooperation where trust is the foundation.

  • 163.
    Pettersson, Emelie
    Södertörn University College, Lärarutbildningen.
    "Han behöver bara springa av sig, låt honom hålla på": En kvalitativ studie om hur ett antal lärare resonerar kring genus och genusmedvetenhet i grundskolans tidigare år2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The national curriculum states that the school actively should promote that women and men have equal rights and opportunities and that there is a responsibility to counteract traditional gender patterns. However do research observations show that teachers often treat girls and boys differently. Studies show that the teachers are influenced by their conceptions and their expectations of gender behavior. The aim of this study is to examine how teachers in preschool and primary school discuss gender awareness and how they state that they work with gender awareness according to the curriculum goals of counteracting the traditional gender patterns.

    The study is inspired by the phenomenographic research approach and the empirical material has been collected by qualitative interviews with eight teachers in preschool and primary school. The empirical material has together with earlier research and theories been analyzed and discussed in order to reach a conclusion. The results show that the interviewed teachers have different views in what gender and gender awareness means. This resulted in that the teachers stated different ways of working with and counteracting traditional gender patterns and with a different commitment. Despite the teachers commitment to gender awareness they admitted that they some times, even if they did not want to, treated the pupils differently based on their gender. They explained this by saying that they also were a part of a society affected by traditional gender patterns.

  • 164.
    Pilo, Lina
    Södertörn University College, Lärarutbildningen.
    Gymnasieelever och fostran av demokratiska medborgare: En enkätstudie av elevgruppers nivåer av moraliska och kognitiva utveckling.2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is grounded in an interest in the Swedish Upper Secondary Schools’ role as an educator of democratic citizens, with a specific interest in the moral and cognitive development of Upper Secondary School students. Development in these two areas is treated as results of citizenship education.

    The purpose of the study is to examine moral and cognitive development of students in Upper Secondary School to see if there are any structural differences to be found between the Upper Secondary School programs that are vocationally oriented and the programs that are preparing for further studies on higher levels – since these differences have been both theoretically and empirically implied. The study is based on an enhanced version of Lawrence Kohlberg’s stages of moral development (with teachers’ evaluations of students’ capacity as a reference point of the students’ actual level of moral development) as well as on Kieran Egan’s theory of development through the use of cognitive tools (as seen in five different “shapes of understanding”). There is also a specific interest in how the teachers’ evaluations of the students’ development in the two areas mentioned coincide. The study has been carried out in the shape of an electronic questionnaire sent to Upper Secondary School teachers in Stockholm.

    The results showed that there were great differences between the evaluations made by teachers working in vocationally oriented programs and by teachers working in programs preparing for further studies on higher levels. Generally, teachers working in programs preparing for further studies on higher levels estimated that their students had a capacity greater than average, whileteachers working in vocationally oriented programs estimated that their students had a capacity below average. Teachers working in “theoretical” programs to a larger extent estimated that their students had a use of cognitive tools which was to be expected from their age, while teachers working in vocationally oriented programs to a larger extent estimated that their students had a use of cognitive tools which could be expected from students not yet fully capable of reading and writing. The results also showed that the groups of students who were said to use cognitive toolsexpected from their age at the same time were estimated to have a relatively low level of capacity.

  • 165.
    Ringnell, Fredrik
    et al.
    Södertörn University, Teacher Education.
    Löfgren, Lina
    Södertörn University, Teacher Education.
    En hel, del?: En vetenskaplig essä om hur vi kan värna om helhetsperspektivet för elevernas lärande.2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    En hel, del? a scientific essay about how different pedagogics and teaching can strengthen comprehensive view of pupils. The essay is based on two stories in which we are placed in situations which are difficult to judge. In the first story, Fredrik is forced to leave one kind of teaching in favor of another. The other depicts how Lina may refrain from planning to act class teacher. With those situations, we will review how sudden changes impact the teaching structure can influence the role of learning and the leisure teacher in school. The chosen method is essay writing, where we are given the opportunity to reflect and deepen the basis of the relevant dilemma, with the support of relevant literature for leisure and leisure-time education. The essay is also based on Immanuel Kant's theories of duty, in order to discuss the leisure education assignment from various aspects, we have used Birgit Andersson and her research on contemporary leisure-time education. With this essay, we reinforce the importance of different types of pedagogy as well as the value of reflection and planning to accommodate comprehensive view of pupils.

  • 166.
    Robazza Leijonhielm, Agnès
    Södertörn University, Teacher Education.
    "Det handlar liksom om hur allt hänger ihop i en enda länk": En studie om hur tre historielärare i årskurs 4 och 5 använder historiska narrativ i syfte att bidra till elevernas historiemedvetande2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to see how three history teachers in year 4 and 5 uses historical narratives in order to bring their students historical consciousness. In order to investigate this, two questions were formulated:

    1. To what extent and how do history teachers in three middle school classes use Jörn Rüsen’s principals by historical narration bring historical consciousness to their pupils?
    2.  How do teachers define Historical consciousness?

    These questions are answered by observing six history lessons in three different schools in different parts of Stockholm and interviewing the teachers afterwards. The outcome of these observations and interviews has been analysed using the three principals for historical consciousness by historical narration Memory, Continuity and Function and the theories of historical consciousness by Jörn Rüsen. This theory has then been further developed to better suit the study and illustrate further results.

    The conclution of this study shows that the teachers in these three classes have three different definitions of the term Historical consciousness and that they only bring historical consciousness by historical narration to their pupils a few times.

  • 167.
    Rodriguez, Rebecca
    Södertörn University College, Lärarutbildningen.
    I skuggan av pojkarna: En kvalitativ studie om flickor med ADHD2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose: The purpose of this qualitative study was to illuminate and analyze what girls with ADHD say they experienced during their school time. The study will also answer the questions of issues; how did the girls say they were treated by their teachers and classmates and which pedagogical experiences can we learn from their statements?

    Method: In order to investigate this, six semi structured interviews were carried out. I decided not to interview girls in their school age, but women with ADHD who has already graduated, since I believe it can be very sensitive for young girls to talk about the subject and they are not able to give the overall perspective on their school time that I was looking for.

    Result: The results of the interviews shows that all of the women felt misunderstood during their childhood and they all had bad experiences from school.

    Conclusion: One of the conclusions of this study is that there are not sufficiently knowledge about girls with ADHD and many of them are not diagnosed until they are grown up which leads to that the girls does not get the support they need in school.

  • 168.
    Rohyo, Lea
    Södertörn University College, Lärarutbildningen.
    "Brandman är mitt första mål": En kvantitativ och kvalitativ undersökning om ungdomars framtida studie- och yrkesval utifrån ett sociokulturellt och könstillhörande perspektiv2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Sweden is a country based on democracy and equality. As a result, both men and women areencouraged to aspire equal career opportunities.

    The aim of this study is to explore how social and cultural contexts, as well as gender aspects,affect Swedish Upper Secondary Class pupils when they choose career. The study focuses onstudents who have chosen an ambitious school curriculum.

    As method, the study uses both qualitative interviews with students and a quantitative survey.

    The theoretical framework is based on gender theory and on the social and cultural contexttheory of Bourdieu.

    The result of the study shows that gender and social as well as cultural context affect students’ambitions and career choices.

  • 169.
    Rundqvist, Monica
    Södertörn University College, Lärarutbildningen.
    Kritisk mediekompetens i praktiken: En kvalitativ studie av åtta medielärares ämneskonstruktion utifrån begreppen protect, promote och empower2008Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper describes how teachers of media view and construct their subjects. Eight teachers have been interviewed about their views and opinions about the media environment, their goals for media education as well as their opinions about the different course plans used in media education. The term Media Literacy works as a theoretical starting point for the study, since Media Literacy is the goal for most media education. The teachers’ answers have been analyzed by using three different approaches to media education: protection, promotion and empowerment. These three approaches cannot be entirely separated from each other because they constantly interact. The results of the study show that the interviewed teachers use an empowering approach in their own goals for media education, but the protection approach dominates their reasons for educating pupils about media. However, each teacher had their own way to construct their subjects. Another conclusion drawn from the study is that more interaction between teachers and media education research would be a good way to improve the quality and development of the media education.

  • 170.
    Rågstad, Patricia
    Södertörn University, Teacher Education.
    Pedagogisk dokumentation med barn i åldrarna 1–3 år2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This qualitative study describes how educators work with the educational documentation in relation to the curriculum's intentions and how the youngest children in pre-school activities are influenced and given involvement in this work. Based on the phenomenological theory of this study, four educators in about 30 minutes have shared their experiences and knowledge of this work during interviews. Because of the general purpose, these questions are answered in the study; 1) How does the educator interpret the educational documentation? 2) How do the educators contribute the children to become involved and influenced by the process of the educational documentation? 3) How shows the educators interpretation of precedence? As well as 4) What child is sought from the perspective of the informants regarding the work with the educational documentation?

    The outcome of these questions shows that the educators work with the pedagogical documentation includes an attempt to approach children's perspective based on interpretations of children's body language and mimics. This because children without the verbal language can´t express themselves in words in the same way as children with verbal ability. The result also shows that the work involves encouragement and visualization of the "competent child", which may pose a risk as the educators often focus on the children's performance in the documentation. A risk that also could contribute to a deviation from the norm for the introvert, silent and shy children. The idea of ​​the competent child can accordingly lead to consequences in which not every child has the same opportunities for participation and influence, about the children's democratic right, but also a prerequisite for the educational work.

  • 171.
    Röjne, Kristin
    et al.
    Södertörn University, Teacher Education.
    Holegård, Julia
    Södertörn University, Teacher Education.
    Ett, två eller flera språk: Fem förskollärares språkutvecklande arbetssätt2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The goal of the study is to examine how five preschool teachers were working with children's language development, both in their native language and in the Swedish language. The study will also examine how preschool teachers can perform their work in this area with the same quality no matter what level of knowledge they have of the different languages they encounter in their work. The study is a qualitative study and is based on the empirical of the interviews and observations of five preschool teachers in three preschools in Stockholm, Sweden. The analysis is divided into three themes; The significance of conversation, Communication with several ways of expressions and Individual way of working. In these themes we have described the different ways of work ing with language development that we encountered. The results of the study show that there are many ways, with similarities and differences, to work with children's language development. The results of the study also show that whatever knowledge the preschool teachers had in the different languages, they found ways to teach the children their language, both the Swedish language and their native language. The results also indicate that the size of the group of children could affect how the preschool teachers worked with language development.

  • 172.
    Safaeifard, Mona
    Södertörn University, Teacher Education.
    "De leker inte, de bara springer": En vetenskaplig essä om barns fria lekar utomhus utifrån olika perspektiv2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this scientific essay is to highlight how preschool teachers’ different definitions of free games affect some children’s free games. At the same time, I explore how free games that look a bit chaotic from the perspective of preschool teachers find no place in preschools, even if they are healthy for the children who have a need to try their own made up games. Lastly, my dilemma is about the teacher´s role, who must be present in children's games to provide support and nourishment for all different types of games. I reflect on different free play situations and analyse both children's and teacher's perspectives of free games, with a view to better understand the world of games. To be able to open the door to that world, it requires a key that in my experience is to participate in children’s games. Since there are different games, I try to adjust to the level of the game. There I discover about the inner potentials and abilities of children that are not usually seen. Something that is hidden behind their lively games and is less attentive. My mission is to be able to lift what I discover, to be able to influence others' views and perspectives on children's games.

  • 173.
    Samo, Melissa
    Södertörn University College, Lärarutbildningen.
    Hur arbetar lärare med laborativ matematik?: En kvalitativ studie om hur fyra lärare arbetar främstmed avseende på laborativa inslag i undervisningen igrundskolan2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The objective of this research is to unveil how respective teacher consider about the laboratory working methods in mathematics. The research even includes answers to questions such as, what approaches and attitudes the teachers have and the methods they use when instructing their students when teaching mathematics, what the materials used by the teachers are and how important working creatively is to help the students develop their logical thinking. I also looked into issues that can help understand how and why teachers use laboratory mathematics for students in young ages. As a conclusion the research showed that the teachers aim to the goal that includes helping the students understand mathematics, strengthen their logical thinking and creativity.

    In the method section qualitative data was used, which contained four interviews with different pedagogues that daily interact with students in elementary school. The reasons for using the method of qualitative data was to help me deeper understand and answer the specific questions I had to the pedagogues and to even compare how different pedagogues differ in their approaches and methods. The theoretical framework I used throughout the research was based on and connected to the literature and theories provided during my studies and which showed that the majority of the teachers share similar views and thoughts about the laboratory working methods. During the research, the pedagogues concluded that the basis for increasing the students’ development and knowledge, creative methods of working by the teachers are needed. Working creatively provides the students a wider path of freedom of thinking logically and thereby solving problems.

    Summarizing the research, it is based on theories concerning laboratory mathematics and the attitudes and approaches taken by the teachers in this subject. In the research, the fact that the teachers use a wide spectrum of laboratory material, is studied and proven. My conclusion is that all the teachers concerned find it crucial to use the creative thinking as a basic approach of teaching in order to increase the interest for mathematics among the students.

  • 174.
    Sandsten, Jenny
    Södertörn University College, Lärarutbildningen.
    IUP och interkulturellt ledarskap: individualitet med syfte att inkludera?2009Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essey is to examine how teachers´ work with individual development plans (IDP) can contribute to an intercultural leadership and inclusion. The interwied teacherss ay that IDP forces them to reflect critically on their thinking on aspects as learning methods, gender and ethnicity. It makes them listen to -and think - in new and more including ways to adapt to each pupils individual possibilities to achieve the curriculum standards within the common area. That requires lots of resources like extra teachers and new material.

    An active reflection can make ethnocentrism develop into intercultural competence. That is a listening, critical and diversified thinking prepared to deconstruct and create new ways of thinking in relation to different pupils and situations. It can deconstruct the cultural boundaries and dualistic categorising. An intercultural leadership needs a common culture -as a common truth- where all cultures can meet. That could be the curriculum of values wich aims for erasing prejudices and to create inclusion.

  • 175.
    Schipperges, Barbara
    Södertörn University College, Lärarutbildningen.
    Förutsättningar för Gröna skolgårdar i Upplands Väsby kommun2005Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    I detta examensarbete undersöktes förutsättningarna och viljan till förändring av skolgårdar i Upplands Väsby kommun till så kallade Gröna skolgårdar. Som Grön skolgård definieras en skolgård där skolans utemiljö innehåller estetiska, miljömässiga och pedagogiska funktioner.

    Användningen av skolgården som plats för konkret lärande är intressant ur en utomhus-pedagogisk synvinkel. Därför belyses i en första teoretiska del utomhuspedagogikens bildningshistoriska och pedagogiska rötter och även utomhuspedagogikens dolda ställning i läroplanen.

    Undersökningens andra empiriska del omfattar utvärderingen av en enkät om skolgården som delades ut till Runbyskolans elever och personal. Svaren visar på ett stort engagemang och bra idéer och att elever och personal har en realistisk uppfattning av skolgårdens nuläge och förändringspotential. Enkätsvaren jämfördes med ansökningar och förslag till skolgårdsförändring från andra skolor i kommunen och ställdes i kontext till kommunens organisation och förvaltning.

    Undersökningen visade att viljan till skolgårdsförändring finns och förutsättningarna för Gröna skolgårdar i Runbyskolan och hela Upplands Väsby kommun är bra, men att det kanske behövs organisatoriska förändringar i ansvarsfördelningen beträffande skolgårdsarbete som redan har genomförts i några andra kommuner i Sverige för att nå snabbare synliga resultat.

  • 176.
    Schultz Nybacka, Pamela
    Örebor universitet.
    Intuition, tvivel, besinning2014In: Att lära en företagsekonom att tänka / [ed] Jonna Hjertström Lappalainen, Ann-Sofie Köping Olsson & Tommy Larsson Segerlind, Huddinge: Södertörns högskola , 2014, p. 71-94Chapter in book (Other academic)
  • 177.
    Seeger, Karl-Mikael
    Södertörn University, Lärarutbildningen.
    Fritidspedagogens möte med ett museum: Fritidspedagogens uppdrag och det pedagogiska arbetet under ett studiebesök2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Essay means attempt, and is a paper written based on self-experienced dilemmas, which the writer then returns to, reflect upon and discusses on the basis of literature and accepted theories. In this essay, I reflect upon my own professional role as a leisure-time pedagogue. The leisure-time pedagogue must provide activities that in different ways relate to the curriculum 2011. I have therefore a responsibility to influence the students' desire for knowledge. Focus of learning is different from the one in school, with an emphasis on informal learning.

    The dilemma is that I am unable to do any pedagogical work at the museum because of many conflicts. And that there is an ambivalence of what is expected of my work. By writing this essay, I want to explore and reflect upon leisure-time pedagogue´s meeting with a museum. I also reflect how to obtain an educational meeting, despite poorly developed awareness among teachers, other professionals, parents, and museums.

    There are many ways to implement work with the curriculum with a visit to the museum, and that would make the leisure-time pedagogue more of support for the whole visit. It would facilitate if the museums themselves hade a material adapted for leisure-time centre. With an emphasis on informal learning and for example aesthetic learning processes.

  • 178.
    Selek, Sevilay
    Södertörn University College, Lärarutbildningen.
    Leken: En studie om pedagogernas syn på lekens betydelse inom förskolan2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to investigate whether teachers are involved in children´s play, what their perspectives are on the importance of play and what conditions teachers have to stimulate children in their playing. In this study, I’ve been able to verify that play has a great value for children’s learning development. My method have been interviewing four teachers at a kindergarten in order to examine educators’ perspective on the importance of play.

    The results of my investigation showed that teachers believe that play and role- play have a major impact on children's learning. The teachers especially wanted to point out the importance of children’s´ indulgence in the game. Playing should not just be a moment for kids to learn, but it should also be a time where the kids have fun while they’re learning. Teachers use different methods in order to make playing more enjoyable at the same time the kids are learning. The methods they use are important for children to increase the motivation and desire to learn new things and see the reality. According to the educators it’s important that teachers can participate in the play and thereby be role- models and facilitate of play development. Last but not least, the four educators considered that play is an important way to learning.

  • 179.
    Sellfors, Sandra
    Södertörn University, Teacher Education.
    Rektorn, rastverksamheten och fritidslärarens profession: En kvalitativ studie av rektorns syn på fritidlärarens roll vid planering och genomförande av en strukturerad och meningsfull rastverksamhet2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Due to their profession, school-age educare teachers are often assigned responsibility and planning of recess time in today’s school. The background and former research for this study emphasizes the importance of school recess as an established part of the school day. The background as well as the research also illustrates the need for planning time for recess activities and how this planning is adjusted to the educational mission.

    With this essay I want to try and contribute new knowledge for the mission of school-age educare and how this relates to recess activity in today’s context. In choosing my research method I concluded that qualitative interviews would work best to examine how principals deal with and their reasoning regarding the school-age educare teachers’ room for action and responsibility concerning recess activity. Five in-depth interviews were conducted with principals at four schools in the Greater Stockholm area as well as one school in the northern part of the province of Dalacarlia. 

    The results of the study show that the principals’ view on recess is that it is a meaningful and important part of the school day. Principals also feel that recess activity is the responsibility of the school-age educare teacher. At the same time the results show that the principals give different pre-conditions when it concerns time for planning and to follow up recess activity. Those principals that give the school-age educare teacher planning time do not allocate any extra time but the planning is meant to take place within the planning time for the educare center.

  • 180.
    Selwan, Eliane
    et al.
    Södertörn University, Teacher Education.
    Dogan, Meryem
    Södertörn University, Teacher Education.
    "Jag har inte rätt kön": En studie om hur förskollärare säger sig motverka traditionella könsmönster och könsroller2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    During the preschool teacher training program, we study how we should counteract traditional gender patterns and gender roles. As future preschool teachers, we want to get more knowledge by studying how the counteract works in preschools. We also want to study how preschool teachers work with counteracting traditional gender patterns and gender roles, what one as a preschool teacher need to think about and how preschool teachers relate to the assignment. With the help of two research questions: How do preschool teachers interpret the assignment to counteract traditional gender patterns and gender roles? How do preschool teachers say the work to counteract traditional gender patterns and gender roles? We chose a qualitative method to collect our data. Qualitative interviews were made to get answers for our purpose and research questions. Literature and theses were also used to help analyze the data. Our results show that preschool teachers interpret the assignment to counteract traditional gender patterns and gender roles differently. We found that even though it is interpreted differently they work very hard to fulfill the goals of the preschool curriculum. The interviewed preschool teachers also work differently because of the different interpretations. We found that guidelines, in the curriculum, on how to work with the assignment would be helpful to reach the goal of equality in the preschool and society.

  • 181.
    Serti, Christina
    et al.
    Södertörn University College, Lärarutbildningen.
    Hanna, Rania
    Södertörn University College, Lärarutbildningen.
    "Om man vill studera och verkligen kämpar så finns det en väg för det här i Sverige": En intervjustudie om några unga nyanlända irakiers syn på möjligheter och hinder i en gymnasieskola i Södertälje kommun2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is an investigation of newly arrived young Iraqis and their view on obstacles and opportunities available in a secondary school in Södertälje City. This is also a comparative study between the newly arrived Iraqis schooling in Iraq and in Sweden. We have used theoretical concepts such as culture, ethnicity, refugee, intercultural education, socialization and PTSD. These have helped us to provide distinct guidelines when we analyze newly arrived young Iraqis in Södertälje City. Our approach has been based on qualitative interviews with both students and teachers. We have concluded that the Iraqi students that we interviewed did not feel that there were opportunities in the Iraqi school, but obstacles did exist. However, we discovered that all students experienced a lot of opportunities and some obstacles in the Swedish school. In our final discussion, we concluded that the Swedish school should invest more time and resources for newly arrived refugees with traumatic backgrounds.

  • 182.
    Sey, Famata
    Södertörn University College, Lärarutbildningen.
    Na Nga Def, Sumole or How are You?: A Field Study Regarding Language of Instruction in the Gambia 2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    A field study was conducted in order to enquire which languages the teachers and the students were using, both during lessons and on breaks, and if and how several languages were used to instruct. Since colonialism, the  Gambia has experienced many European influences, which has led to English as the official language and also the language of instruction. This means that the teachers have to teach in a language which is not their own, nor their students’ native language. The phenomenon is called submersion, which has been proved to be a less successive practice. Hence, the government of today is struggling against many obstacles in order to meet the Education for All-policy, and ensure high quality education in the Gambia. However, the low achievements among the students, should not be considered solely an effect of the language of instruction, but also the methods used for teaching.

  • 183.
    Shahine, Milad
    Södertörn University College.
    Lusten till matematik: En studie om hur elever kan utveckla lusten och motivationen till matematik genom olika arbetsätt2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to compare different ways to teach mathematics in the school's lower age groups, and to examine whether certain practices increase students' desire and motivation to learn the subject. The questions used to determine the purpose is the following:

    • What vision has the students in the class at maths?
    • How does the teaching of mathematics in the class look like?
    • What vision has the students in the class at working with different approaches in education?
    • Does the traditional approach  and the options that I am examining meet the steering documents requirements?

     The essay is organized as a qualitative study. The study was conducted in an elementary school in Sweden, third grade. The methods used included interviews with students and observations in the classroom. I have also completed three lessons in which I introduced students to three different approaches. Mathematics lessons that this third grade has, begins and ends with the students work individually with the math book. Is it possible to increase students' desire to mathematics by introducing different approaches? For example if the mathematic lesson is based on a mathematics contest, in which students work in groups to discuss and argue for solving various problems. When using different methods in mathematics does the students have the chance to find their way of learning, where the different approaches gives students the chance to examine the mathematics with different senses. All are individuals, and therefore have different ways to learn.

  • 184.
    Sjöberg, Sara
    et al.
    Södertörn University College, Lärarutbildningen.
    Hjalmarsson, Helén
    Södertörn University College, Lärarutbildningen.
    Systematik eller subjetivitet?: En studie kring individuell lönesättning för lärare2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The purpose of this study was to examine the routines of performance related pay systems in two Swedish municipal upper secondary schools. A second purpose was to examine what data was included for evaluation of a co-worker’s performance and how a principal collects data. The purpose was also to examine a principal and teachers´ view of performance related pay systems and if it was possible to note an agreement. Principals have been interviewed and teachers have answered a questionnaire to fulfil the purposes of this study.

    The study shows that the municipality had a good routine that included individual discussions with co-workers about their salary and had fixed municipal criteria. Data for evaluation were these fixed criteria together with unspoken criteria. Principals collected data verbally. It in-creases the risk of subjective evaluation, which increases insecurity and inefficiency of per-formance related pay systems. The teachers gave an insecure and divided image of perform-ance related pay systems. Increased dialogue and defined criteria for the teachers’ salary are needed to improve the image.

  • 185.
    Skarnäs, Carina
    Södertörn University College, Lärarutbildningen.
    Meningsfull Fritid?: Några fritidshemsbarns tankar om sin fritidstid2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    During my practical training I have seen what after-school offers children. Large groups of children and little staff, often results in that the children had to play freely until they go home. Few activities are offered to the children and the staff is busy looking after the children and ensures that they are not fighting.

    The purpose of this study is to find out how children feel about their leisure activities and if they think they are being offered a meaningful leisure. The main research questions were:

    • How do children experience their leisure-time?
    • Do after-school offers children a meaningful leisure and is it the children's interests and needs that govern the activities and the environment?
    • How do the number of children in the leisure group affect the leisure time?

    The methods to collect data in the study are observations and interviews. The study was done in an after-school in Stockholm with children between 7-9 years old.

    The children in the after-school think that they spend too much time outdoor, that they have too few excursions, too little time indoors and too few activities. Most children experience that it is the teachers who decide at leisure-time and that there are teachers who determines what, when and where children can play. The kids want to get a chance to decide about their leisure and what they want to use it for. What the children in the study wants to do and what they are allowed to do, isn´t really the same, and therefore from a children's perspective, they hasn´t been offered a meaningful leisure.

  • 186.
    Skotte, Amanda
    et al.
    Södertörn University, Teacher Education.
    Gref, Lisa
    Södertörn University, Teacher Education.
    "De pratar med fröknar och blablabla": En livsvärldsfenomenenologisk studie om barnens upplevelser av de vuxnas olika roller i förhållande till leken.2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to look at the children's experience of the teacher's different rolls in relation to play. We found this subject interesting because we feel insecure about what our role is in children's play. We had three questions that we wanted to get an answer to: What is the children's experience of the adults in relation to their play? What is the children's experience of the adults outside the play? and Which rolls do the children want the adults to take in their play? We used a qualitative study where we interviewed 33 children in small group interviews. All the children that participated where approximately five years old. We did the interviews on five different preschools. After our first round of interviews we wanted to collect more data. We decided to go back to some of the preschools to supplement our data with some movies that would put the light on different teachers behavior: The teacher that participate in children's play on there on terms, The teacher that confirms and acts as a resource to the play and The teacher that rules the play through rules. We chose a life - world phenomenology perspective for our study, which means that we want to take the children's subjective perspective of their lifeworld. In our study we found that the children had several variations of experience of the teacher's involvement. The children experience that the teachers often talked to each other instead of participating in the play. Another found was that the children wanted the teachers to listen to them and do what the children asked them to. One of the subjects that the children had a lot to talk about was the forbidden plays where the teachers were excluded. We could see that this was because they didn’t want to be corrected in their play.

  • 187.
    Srebrenikovic, Amir
    Södertörn University College, Lärarutbildningen.
    Ett steg från lek till allvar2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Undersökningen behandlar slavleken samt boss och flygareföreteelsen och undersöker endast pojkar på högstadiet. Det är två olika fenomen som verkar på skolor, där den första betraktas vara en lek och den andra som en allvarligt strukturerad brottslig verksamhet. Undersökningen redogör för vad slavleken är och vad det medför för de inblandade samt vad boss och flygareföreteelsen innebär och vilka faror det kan leda till för de inblandade. Sedan redogörs en möjlig koppling mellan de nämnda företeelserna och en inkörsport till kriminalitet. Avslutningsvis presenteras polisens och en högstadieskolas åtgärder mot de två nämnda företeelserna.

    Slavleken inleds med ett kortspel för att avgöra rollerna kung och slav, där sedan kungen får befalla slaven att utföra uppdrag åt honom. Det är huvudsakligen pojkar från 12 år och uppåt som medverkar i slavleken. Slavleken kan leda till misshandel, hot, utfrysning och respekt bland elever på skolan. Boss och flygareföreteelsen är ett steg från slavleken med allvarligare betoning. Det är en mer strukturerad företeelse där pojkar från 23-årsålder ned till 11-årsålder medverkar. Företeelsen är strukturerad på ett hierarkiskt maner där åldern avgör ens plats i kedjan. Den som är högst upp i hierarkin kallas för boss och den som är nederst kallas för flygare. Mellan dem finns det pojkar runt 15-årsåldern som kallas för mellankillar, de ser till att flygare utför de jobb som bossen beordrar. Den makt som förekommer delegeras stegvis nedåt. De faror som kan förekomma för de unga i företeelsen är förföljelser, misshandel, hot och bli tvingade till att stjäla kläder. De unga pojkar som frivilligt fortsätter delta inom boss och flygareföreteelsen kan avancera inom strukturen och sedan begå grövre brott. En skolkurator på en högstadieskola i Botkyrka/Tumbaområdet anser att det går att förhindra boss och flygareföreteelsen med hjälp av en närhet som lärare har till elever på skolan. Närheten leder till att elever vågar berätta för de vuxna på skolan som sedan polisanmäler företeelsen. Polisen jobbar med att informera skolor och föräldrar om företeelsens förekomst. Polisen vill att föräldrarna börjar ta större ansvar och ha bättre tillsyn på sina barn för att de inte ska dras in i företeelsen eller för att de ska kunna dra sig ut. Det är svårt att få fast de äldre som agerar inom företeelsen eftersom de unga pojkarna inte vågar anmäla dem. Polisen försöker också förhindra företeelsen med att utbilda personal på fritidsgårdar för att lära de att uppmärksamma möjliga försök till att rekrytera unga pojkar till brottsligverksamhet.

  • 188.
    Stadling, Irma
    Södertörn University, Lärarutbildningen.
    Pedagogisk dokumentation2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In July 2010 the curriculum Lpfö 98 was readjusted and was enhanced with new chapter, and the purpose of this essay is to study how preschool teachers discuss and describe how their conduction to the new chapter 2.6 of the readjust Curriculum Lpfö 98. I want to understand how they experience their work with the documentation.

    My question formulations are:

    • How do three pre-school teachers reason around what they document in the pre-school?
    • Which practical conditions do the pree-school teachers claiming to have on the pre-school to perform the documentation?
    • How do they describe that they use the documentation to advance the tutoring in the preschool?

    In order to find out more, I interviewed three pre-school teachers, and analyzed the results I got based on prior research on documentation, and quality in preschool. My results show that the main focuses for documentations are how the children interact with each other, how they react and behave with new materials or activities. My informers emphasize that the main purpose of documentation are to be able to show the children their own process of learning.

    The practical conditions differ among my informers, which can lead to consequences when they want to make documentation and/or use the documentation for its purpose.  My results also indicates that the documentations are used to plan the pedagogical activities in regard to the children’s interests and according to the curriculum Lpfö98 rev.2010

  • 189.
    Stengård, Marika
    Södertörn University College, Lärarutbildningen.
    Att använda skönlitteratur i skolan: En studie om hur och varför åländska lärare i åk 4-6 använder skönlitteratur i sin undervisning2008Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    This essay is about how and why teachers use fiction litterature as a teaching method. It´s based on a study among eight teachers in year 4-6 at a school in Mariehamn in the Åland Islands. The results show the high importance of using fiction litterature in education. Fiction literature is highly valued in all subjects as it stimulates the students development of language, empathy and fantasy. The curriculum´s aim of using fiction litterature is to stimulate the pleasure of reading. This essay shows that the teachers are valueing the language develpoment as the most important reason.

  • 190.
    Stenros, Helena
    Södertörn University, Lärarutbildningen.
    Vadå språkutvecklande arbetssätt?: En studie av tre olika klassers undervisning med fokus på språkutvecklande arbetssätt2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In a municipality in the county of Stockholm there is a preparatory class which accepts newly arrived children from other countries. In the preparatory class the education is focused on teaching students the Swedish language so that they eventually, after about 3-4 -terms, can be transferred to a "regular" class.

    For students with a different native language, it takes about 5-7 years longer to learn the knowledge-based language that is used in school (Gibbons 2009: foreword). This requires education in school to be linguistically developing.

    The purpose with this essay is to gain knowledge on how pedagogues can work in a linguistically developing manner with students who have Swedish as their second language. The comparison between education in a preparatory class and education in two regular classes at two different schools is also part of that purpose.

    What is the education considering linguistically developing work methods like in the preparatory class and the" regular" classes? Are there differences and similarities between the preparatory class and "regular" classes education when it comes to linguistically developing work methods? Which part of the education is adapted to a linguistically developing perspective that fits students with Swedish as a second language?

    Theories as the socio cultural theory, the proximal zone, and Jim Cummins model, concerning among other things language and knowledge development, is brought up and linked to the study of differences and similarities between schools. It’s important for a pedagogue to let students with Swedish as their second language converse a lot with one another, as they learn the language by interacting with others. (Lindö 2002:46) It is also important to let students speak without correcting their grammatical mistakes, the important thing is letting them use their language and try to navigate through it.

    To get answers to my questions I’ve conducted interviews with the five pedagogues in the three different schools; three "class teachers" and two teachers who teach Swedish as second language. I have also observed a lesson in each of the three class teachers’ classrooms.

    To work in a theme based manner is also a good work method, because students with Swedish as their second language need to hear words and sayings in different contexts. Students with Swedish as their second language don’t have the same frames of reference as students with Swedish as their first language and can therefore have trouble comprehending schoolbook texts that conclude with a Swedish cultural context. Taking in account students’ previous knowledge and experience is therefore another important part of linguistically developing work methods.

    What the material I had indicated was that the pedagogue in the preparatory class was well aware of linguistically developing work methods and the importance of those methods for their students. In comparison the pedagogues, who I interviewed from and observed in regular classes, were aware of these work methods to a certain degree but not at all to the same degree as the pedagogue in the preparatory class was. In other words when it comes to education there were both similarities and differences between the classes.

  • 191.
    Strandbrink, Peter
    Södertörn University College, Avdelning 1, Political science.
    Studentutvärderingar – hjälp eller hinder i högre utbildning?2002In: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 12, no 1, p. 43-53Article in journal (Refereed)
  • 192.
    Stridsberg, Katarina
    Södertörn University, Lärarutbildningen.
    I dag blir det inga cyklar...: En essä om barns delaktighet och inflytande i förskolan2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is based on events in my career that I have not really reflected on before. The purpose has been to make visible the consequences of pedagogues’ attitudes and approaches to children and their parents, especially with respect to the impact on the children at preschool. The aim has also been to highlight children's rights to influence their daily life at preschool. I believe that these issues affect each other and that they influence how children’s play- and learning processes develop. The major questions discussed in this essay are the following: how children's participation is manifested in terms of free play at preschool, the way in which children's participation is expressed, the way in which pedagogues provide opportunities for children's influence, and how preschool works with the concept of democracy. The method I have used is to reflect on my own thoughts, based on my experiences, and to relate these thoughts to some of the relevant literature. The text illustrates what the rights and opportunities to influence and participate look like for the children in their everyday lives at preschool. I also relate these issues to the preschool curriculum and its interpretation and reflect on the democratic approach that is supposed to permeate our preschool. One of the main results of this essay is the importance of pedagogues’ communication and their willingness to take advantage of each other’s thoughts. The essay also addresses the fact that the children’s interest should be seen as a basis for their learning and reflects on the importance of play for children’s learning, as well as the ambition of pedagogues to impose structure and order on the activities. However, the results cannot be generalized to pedagogues’ work in general but they represent my own thoughts and knowledge that has acquired a greater depth.

  • 193.
    Sundqvist, Maria
    Södertörn University, Teacher Education.
    "Hon är en häxa": en inblick i elevernas värld2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här uppsatsen handlar om hur man på olika sätt kan tolka vad elever säger utifrån olika perspektiv. Jag tar min utgångspunkt i ett självupplevt dilemma skrivet som en gestaltning. I min uppsats utforskar jag hur det kommer sig att jag inte agerar när jag får höra vad elever tycker om en specifik lärare. Jag frågar mig hur jag bör agera utifrån elevernas bästa. Syftet är att utifrån dilemmat och frågeställningarna försöka synliggöra vad det är som egentligen händer i gestaltningen utifrån de perspektiv som framträder. Uppsatsens metod är essä-skrivandet där jag utifrån min gestaltning reflekterar över dilemmat. I min reflektion tar jag hjälp av hermeneutiken då det handlar om att inta flera olika perspektiv för att sedan tolka dem. När jag diskuterar perspektiven tar jag hjälp av Arnér, Tellgren och deras definitioner av barnperspektiv och barns perspektiv. Jag använder mig även av Elisabeth Jensens förklaring av positioner och Helle Jensens förklaring av positionering. Det handlar om hur man tolkar det som händer och vilket perspektiv man intar.

  • 194.
    Svedin, Karolina
    Södertörn University College, Lärarutbildningen.
    Vad vill du bli när du blir stor?: En studie om barns framtidsdrömmar ur ett genusperspektiv2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The way towards an equal society, where both women and men has the same possibilities both private and in professional life, has been a long and still ongoing process. During my practical studies to become a recreation instructor I have noticed a difference between the children I have met in my workplace. What I saw was that girls and boys had a different approach towards their future, plus that the pedagogues at the school had different roles depending if they were men or women.

    In this study I have investigated which dreams and visions a group of after-school children has, plus how these distinguish between the genders. I have through group interviews, first three boys and then three girls, investigated how children look at their future focusing on career, spare time and familysituation. The questions have also focused on how children look at the schools pedagogues with gender as a premiss.

    My result shows that the children's vision on their future tends to look different between the genders. The boy’s focus more on a career in either rescue work or on a career were an academic education is required, with an active life on the side. Where the girls focus on working either as a model or a make-up artist, and building a family on the side. The children's answers also show that they see a difference between the female and male pedagogues, where the men are more playful and fun, whilst the women are more helpful and experienced in craftsmanship and likewise. This means that the female and male pedagogues at the school assume different roles that in the long run probably affect the children and their views on feminine and masculine. The study´s result also grounds in different theories about gender plus earlier research in the subject.

  • 195.
    Svensson, Frida
    Södertörn University, Teacher Education.
    Ett fritidshem för alla: En intervjustudie om fritidspersonals arbete med inkludering av elever som är inskrivna i grundsärskolan2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine how different leisure-time centers work with inclusion of pupils who are enrolled in the compulsory school for pupils with learning disabilities. The study will also examine the perceptions of the circumstances that affect the work with inclusion among the staff at the leisure-time centers. How the pupils are affected by the working methods for inclusion will also be examined. The methodology used in this study is qualitative interviews. Five staff from five different leisure-time centers in Stockholm County, who work in various ways with inclusion of pupils with learning disabilities, have been interviewed. The interviews have been analyzed by using the sociocultural perspective as well as the special educational perspectives; categorical and relational perspectives. The study showed that inclusive leisure-time centers were possible, although resource-demanding since many adaptations needed to be made and high staff density was required. Many educational benefits in the inclusive leisure-time centers emerged; such as development in social interaction and ways to meet differences. A central factor of success for conducting the inclusive leisure-time turned out to be how the management at the schools organized the work. Furthermore, the results showed that the work with inclusion was based on beliefs that all pupils should feel that they belong to the community and that differences should be celebrated.

  • 196.
    Svensson, Maria
    et al.
    Södertörn University College, Lärarutbildningen.
    Wester, David
    Södertörn University College, Lärarutbildningen.
    Lärares gemensamma lärande: En kvalitativ intervjustudie av lärares uppfattningar kring samverkan och en gemensam handlingsarena2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien ”Lärares gemensamma lärande - En kvalitativ intervjustudie av lärares uppfattningar kring samverkan och en gemensam handlingsarena” har syftet att öka kunskapen om betydelsen av lärares möjligheter till att se varandra i handling och ämnar besvara följande frågeställningar; Hur formas, upprätthålls och utvecklas samverkan mellan lärare?, Vilken betydelse utgör en gemensam handlingsarena för lärares samverkansstrategier? Den här studien utgår från teorin om det kollektiva lärandet. Denna teori innehåller tre typer av samtal; berättandet, det gemensamma reflekterandet och det gemensamma intentionsskapandet, som i denna studie ses som villkor för att nå upp till ett kollektivt lärande. Teorin har vidareutvecklats genom ett införande av begreppen ”nätverk” och ”gemensam handlingsarena” som för den här rapporten eventuellt kan ses som ett fjärde villkor för ett kollektivt lärande. Den metod som legat till grund för denna studie är en kvalitativ intervjustudie av åtta verksamma gymnasielärare fördelade på två olika gymnasieskolor. Den här studien visar på att studiens respondenter ger uttryck för att ett nätverkande och/eller en gemensam handlingsarena är en förutsättning för ett kollektivt lärande och kan därför uppfattas som ytterliggare ett villkor.

     

  • 197.
    Svensson, Niklas
    Södertörn University College, Lärarutbildningen.
    - För vi har slutat nian, fyfan va' vi é bra!: En kritisk diskursanalys av grundskolans fostran från Lgr62 till och med Lpo942008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I have studied the curriculum for the compulsory Swedish school, from the curriculum from year 1962 when the Swedish grundskolan became a reality, to the curriculum from year 1994, the one in practice today. My primary interest has been what the curriculum says about bringing up the Swedish youth. My theory has been the British analyst Norman Fairclough’s Critical Language Studies. His thoughts about actual discourse, type of discourse and order of discourse has led me through out this essay. The Irish scientist Kieran Egan has inspired the discourses I have used. His ideas on the history of western educational philosophy has also been a keystone to my work. To make a final analysis, I’ve also used the ideas of the late Italian marxist Antonio Gramsci, his thinking of hegemony in societies, how order is maintained by negotiation and consent.My results are that the four studied curriculums has changed their "sayings" of bringing up of the Swedish youth during the second half of the 20th century, but the mechanisms for power relations has not. There is an individual discourse that has been dominating in all the curriculum except for on of them, where there is a society based discourse that is dominating. The effect is that the curriculums are changing but very slowly and often with the tradition of earlier curriculum with them. Along with this the negotiation has strengthened the politics power over the school, thus making it common sense to leave the upbringing of Swedish youth, more then ever before, to politics.

  • 198.
    Söderqvist, Niclas
    et al.
    Södertörn University, Teacher Education.
    Gribbe, Åsa
    Södertörn University, Teacher Education.
    Varken lärare eller fritidspedagog?: En studie av fritidshemslärarna och den nya dubbla yrkesrollen efter lärarutbildningsreformen 20112017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Neither leisure time teacher nor teacher in arts and esthetic subjects? A study of leisure time teachers and the new double vocational role after the teacher education reform in 2011

    The purpose of this study is to examine the interaction in the daily work between leisure time teachers and teachers in arts and esthetic subjects. What possibilities and difficulties does the new vocational role leisure time teacher entail? How does the new education correspond with the demands of the curriculum? The study examines the experiences of teachers with a double role, as both leisure time teachers and teachers in arts and esthetic subject.

    The main research questions involves the problems that appears between these two vocational categories in the light of sociological research on professional theory. One of the main findings is that deeper knowledge is required in the arts and esthetic subjects than what is provided by the education that is given today to be able to maintain a high quality teaching. The findings also indicate that it will likely prove difficult to combine teaching in arts and esthetic subjects with leisure time teaching, due to the significant differences between the two vocational categories. The interviewed teachers all claim that they will likely chose a career in only one of the two vocational categories. This will probably undermine the efforts to raise the status of leisure time teachers by integration with the established teacher profession.

  • 199.
    Tercjak, Bozena
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Bedömning av barn i förskolan: Förskollärares syn på bedömning av förskolebarn - en vetenskaplig essä2017Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    This essay covers the increasingly prevalent issue of the assessment of preschool children. The revised curriculum for preschool (Lpfö 98, 2016) prescribes on us educators constant documentation by children's learning and development. The purpose of the documentation is to develop preschool activities. We document children's learning in different ways, for example through observations, photography or video recording. When we reflect on the dokumentation, it becomes an educational documentation. The educational documentation, help us to realise what the children have learned and what educators need to change or develop to achieve goals. We also make plans on how we will take care of different situations and whom we would like to involve in this work. This alternative approach requires a certain assessment of children.

    The purpose of this essay is to problematize and reflect on the assessment of preschool children. My own formulation is intertwined with three stories my preschool colleagues told about their experiences of assessing children. Our thoughts are examined and reflected in our practical knowledge, power relationships, responsibility and socialization in preschool culture. The assessment of preschool children does not only happen here and now, but has also historically developed in various forms. Research also shows different trends in assessment culture. In the revised curriculum, the assessment culture approaches the Anglo-Saxon tradition, which places the focus of evaluationon the child instead of the preschool activity.

  • 200.
    Theiss, Wiesław
    et al.
    Warszawa Universitet.
    Bron Jr, Michal
    Södertörn University, School of Social Sciences. Södertörn University, Södertörn University Library.
    Freedom fighter – instructor – professional: On becoming an adult educator in Poland2014In: Pedagogika Społeczna, ISSN 1642-672X, Vol. XIII, no 2(52), p. 49-64Article in journal (Refereed)
    Abstract [en]

    The process of the development of the adult educator profession in Poland differed from models and solutions present in other Western countries. There were mainly two reasons for this. Firstly, lack of state independence and a need for patriotic educational work for raising national awareness resulting from it. Secondly, it sought its theoretical background in pedagogy (educational work) and not in psychoanalysis. Thus, in Poland a concept of socio-cultural work, alongside with charitable work, contributed to the formation of a new profession that required a commitment to preserving national identity and became an agent of social development. At first, an activist, who can be called a freedom fighter, carried out the tasks. In the first years after 1918, when Poland regained its independence, a freedom fighter became an instructor, and then, after 1925, a professional

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