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  • 201.
    Dik, Mariya
    Södertörn University College, Lärarutbildningen.
    Språkutveckling i en förberedelseklass: En studie gjord i en förberedelseklass i Södertälje2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I have chosen to write this essay on language development in a preparatory class due to the fact that I live in a city where diversity is big and newly arrived students from different countries are constantly increasing in schools. My study has been made in a preparatory class in Södertälje. The National Agency for Education highlights the deficiencies in preparatory classes and believes that education is not adapted to each student's knowledge and maturity and it is therefore difficult for students to reach the goals in school. According to studies by the National Agency for Education, it appears that many newly arrived students do not recieve study guide in their native language, a resource that they are entitled to. Teachers and principals do not take charge of  students knowledge from previous school attendance in their home countries such as mathematics, history and other subjects. The purpose of this essay is to find out how to work with language development in a preparatory class. The focus of interest is to investigate how much the Swedish and the native language are used in class. My theoretical starting points will consist of theories of second language learning, language development, language switching and native language.

    In my studies I have used the qualitative method in which I have observed in a preparatory class for three school days and have interviewed three teachers and four students.

    The conclusion which I have found from my empirical material is that the teachers in the preparatory class work with language development by first and foremost providing security to their students in the classroom. When this security is created, their main tool for language development is constantly support in the native language in all subjects.

  • 202.
    Dinis Montoya, Veronica
    Södertörn University College, Lärarutbildningen.
    Matematikundervisning: Vilken typ av undervisning sker i skolan? Finns kreativitet i den? Vad tycker barnen om den?2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 203.
    Dogan, Alev
    Södertörn University, Lärarutbildningen.
    Bearbetning av mobbning: en kvalitativ studie om hur skolan tar sin del av ansvaret2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Swedish school system’s curriculum states that some of the schools goals are to; help to develop pupils’ sense of belonging, solidarity and responsibility for people outside the restricted group, combat discrimination and degrading treatment of individuals or groups and to show respect for individuals. (Lgr 11). Eriksson and other authors in School – an arena for bullying (2002) refer to the professor and psychologist Dan Olweus, who points out that bullying can develop serious consequences for the bullied one. Some of them are being ashamed of themselves and build a poor self-esteem that can take their whole life to recreate. It is probably known as one of the most common social issues in a school environment, whether it’s about younger or older pupils, yet many times also the unsolved ones. For this reason I chose to investigate how the adults at schools have an attitude towards:

    • What bullying is caused by?
    • How they perceive and define its responsibility to detect and counteract bullying?
    • How do the adults work to resolve the bullying-related situations and conflicts at the school?

    This has been examined by one perspective, through the interviewed councilor’s, principal’s and teacher’s aspects. The results of the study showed that the they take care of the cases that come to them with their action plans but find it difficult to detect what may be hidden. In addition, the hidden bullying is very common among older pupils, where there seems to be a sensitive subject for them to pick up, hence the unsolved cases.

  • 204.
    Doganbas, Mehtap
    Södertörn University, Lärarutbildningen.
    Vuxenvärlden i böckerna om LasseMajas detektivbyrå!2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to investigate how the adult world is produced in the books of Martin Widmark about LasseMajas detektivbyrå from a gender perspective.

    I wanted to answer questions concerning the appearance, personal characteristics, occupations and activities, and the relationship between children and adults to do my analysis.I decided to make a qualitative content analysis to answer my questions.

    I used the gender theories that describe how stereotypes excel. I related these gender theories to the books that I have studied.

    I also used previous research on gender roles in other children's books to compare their results with mine.

    After reading, analyzing and comparing the books I have come to the conclusion that gender roles in books about LasseMajas detektivbyrå is very gender stereotyped.

  • 205.
    Donsante, Kristin
    Södertörn University College, Lärarutbildningen.
    Hassan köper mat: En text- och bildanalys av läromedel i svenska som andraspråk2005Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Undersökningens syfte är att analysera hur Sverige, svensken och invandraren presenteras i läromedel i svenska som andraspråk. Dessa läroböcker är för många vuxna invandrare en dörr som leder till livet i Sverige då böckerna inte bara ger information om språket utan också om svenska traditioner, levnadssätt och hur man klarar sig i samhället.

    I resultatet framgår att läroböckerna ibland presenterar en stereotyp bild av landet Sverige och dess invånare. En del stereotyper kan anses vara positiva men en del är relativt negativa vilket ger ett dystert intryck. Vissa generaliseringar förekommer också vilket kan vara ett problem då läsaren, d.v.s. invandraren får en skev och vinklad bild av verkligheten.

  • 206.
    Doverfelt, Åsa
    Södertörn University, Lärarutbildningen.
    Fingertoppskänsla: en essä om etik, bemötande och samspel på förskolan2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this text I will work on three situations from my daily work as a pedagogue at preschool. The situations are about how pedagogues at preschool relate to children in difficult situations, e.g. when they pee in their pants or long for their pacifier. Those are situations which occur frequently at preschool, but they are still rarely coming up for discussions. The problem in the situations is difficult to describe which makes the essay a suitable form for me to explore and discuss it. In the work with this text I mainly consider my own approach and acting towards the children and colleagues. That makes me more aware about myself in relation to others, which gives me an opportunity to readjust and transform my role as a preschool teacher.

    My main question was if and how we violate children’s integrity in the preschool. It is a question that has different aspects, so I have decided to divide my text into three parts. In the first part I look into what it means to act morally in the treatment of preschool children. I also discuss how the teachers sometimes unconsciously violate the child´s integrity. In the second part I discuss how fear of conflicts between the teachers indirectly has impact on the relations to children, and how the fear of conflict occurs and manifests itself in everyday life. Finally I look at my own practical knowledge and wisdom as a pedagogue, and how it develops. I examine and discuss the various problematic situations on basis of research literature and theories about ethics, practical knowledge, pedagogic, fear of conflicts and with help from my own experience.

    I have found that teachers in preschool do not always note if and when a child gets offended. I state that we educators need to develop our practical wisdom and intuition, so we will see when and if it happens more often. It takes some personal maturity, experience, self-esteem and a willingness to develop and learn new. In order to develop practical wisdom, it is necessary to stop and consciously reflect. This is required to reassess and make adjustments in the pedagogic approach to children and colleagues.

  • 207.
    Dundar, Minesah
    Södertörn University College, Lärarutbildningen.
    Natur- och miljöarbete inom förskolan: en jämförande studie om två förskolors arbetssätt2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Teaching preschool children about the environment. A comparative study of how two preschools work with environmental issues.

    My investigations are based on qualitative interviews and observations carried out at two preschools, one of which has a nature and environment profile while the other works in traditional ways with these questions. I sought to explore the ways in which pedagogues in each preschool raise environmental awareness and, more generally, awaken an interest in nature in the children. The consequences of methodological similarities and differences will be considered.

    This term paper concludes that the difference between an environmental profile preschool and a traditional preschool working on environmental awareness is not large. The knowledge gained by children in the latter preschool surpassed that gained in the former. Another difference was the greater commitment shown by pedagogues working in the traditional preschool. The big difference had to do with the fact that in the traditional preschool more time was spent in talking about environmental issues that in the profile school.

  • 208.
    Eckardt, Malin
    Södertörn University, Lärarutbildningen.
    Pysselgumma eller pedagogiskt ansvarig för barns sociala utveckling?: En kvalitativ studie om hur en grupp fritidspedagoger och fritidspersonal ser på sitt yrke ur ett status,makt och rollperspektiv2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim for this paper is to investigate how a limited number of youth recreation leaders and leisure-time pedagogues view their vocational competence, which kind of power the persons in the essay experience to have in their workplace and which kind of status they experience that they have in comparison with other occupational groups in their schools. The final aim of the paper is to find out how teachers interact with youth recreation leaders and leisure-time pedagogues when it comes to their vocational competence. My questions are:

    • How do a group of youth recreation leaders and leisure-time pedagogues view their professional assignments?
    • How does a group of youth recreation leaders and leisure-time pedagogues view their power in their workplace in comparison with other occupational groups?
    • How do a limited number of youth recreation leaders and leisure-time pedagogues view their status in relation to teachers, other occupational-groups and parents? Which role have my respondents been assigned by their team and why do they think they have gotten that role?

    To answer these questions I have used a qualitative method which includes four in depth interviews. The overall theoretical perspectives are symbolic interactionism and social constructivism. My chosen terms are: status, power, and role. The conclusions are that to be able to succeed as a youth recreation leader or leisure-time pedagogue you need to be sociable and be flexible due to the fact that you are always interacting with other people. My respondents mainly put emphasis on the social-skills of their students and they have a so called holistic perspective over their students which many of them mean that the teachers are lacking. My respondents all suggest that they have power in their workplace but in comparison with for example the teachers they have less power. The leisure-time pedagogues have been assigned more power due to the fact that they have an academic degree. When it comes to status my respondents think that people that work in the leisure-time center generally have a low status in society overall. However two of my respondents make a connection between status and work experience. All the people in my paper state that teachers and parents that are better informed about their vocational competence treat them with respect. Finally the role that they have been assigned seems to be a mixture between personal qualifications and what the group needed.

  • 209.
    Edberg, Cecilia
    et al.
    Södertörn University College, Lärarutbildningen.
    Lindberg, Anette
    Södertörn University College, Lärarutbildningen.
    En studie av samarbete i arbetslag under omorganisation2008Independent thesis Basic level (degree of Bachelor), 15 points / 22,5 hpStudent thesis
    Abstract [en]

    Abstract

    This paper will examine the co-operation culture in teacher work teams in a primary school currently undergoing reorganization in the Stockholm region. This inquiry is based on qualita-tive interviews with teachers and work team leaders, and is aiming to answer how teachers co-operate during the reorganization process, to find the factors that affect co-operation. Our results show that the two teams practice communication, leadership and participation very differently. Currently there are clear differences in the work team’s tendency to develop and to work with the reorganization process, pedagogic methods, social and emotional awareness and ideological beliefs. Can these two work teams meet despite their differences? Can a changed perspective promote co-operation and development, to become an integrated organization by learning from each other?

    Keywords: Work team, co-operation, interaction, learning organization, reorganization, independent school

  • 210.
    Edgar Bengtsson, Linda
    Södertörn University, Lärarutbildningen.
    Åldersblandat fritidshem: finns praktiska möligheter att tillgodose alla åldrars behov?2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Mitt syfte med studien är att undersöka konkreta exempel på svårigheter respektive möjligheter i det åldersblandade fritidshemmet, hur dessa hanteras av pedagogerna och hur de upplevs av barnen. Jag har gjort en diskuterande litteraturgenomgång och empirisk studie med hjälp av intervjuer för att få svar på min undersökning.

    För att besvara mina frågeställningar har jag använt mig av kvalitativa intervjuer. Jag har intervjuat två fritidspedagoger och fem barn i åldrarna 6-8 år. Intervjuerna spelade jag in och senare transkriberade i sin helhet. Undersökningen är gjord på ett fritidshem med barn i åldrarna 6-8 år där verksamheten har haft olika prägel. Dels har de arbetat med verksamheten som medvetet åldersintegrerad och dels som åldersblandad utan en medveten integrerande tanke.

    Mina resultat av undersökningen visade att både den åldersblandade och åldersintegrerade verksamheten har både konkreta svårigheter och möjligheter. Det är den medvetna åldersintegreringen som ger de bästa möjligheterna men också de mesta svårigheterna. Det krävs att det verkligen finns tillräckligt med pedagoger tillhands för att hjälpa och stötta i samarbetet. Integrationen av sexåringarna på det åldersblandade fritidshemmet är också en svårighet. Det krävs särskild tid och fokus på dem för att få dem att känna trygghet i början. Detta åstadkom fritidshemmet i min studie genom att inte blanda dem med andra åldrar i början och genom att ha en pedagog som lägger extra fokus på den gruppen. Resultatet visade också att det åldersblandade fritidshemmet har svårigheter med att komma igång varje höst då gruppen splittrats för att tvåorna lämnar fritidset och nya sexåringar kommer. Gruppen måste då arbetas upp igen vilket pedagogerna också såg som en svårighet.

  • 211.
    Edman, Jessica
    Södertörn University, Lärarutbildningen.
    En skola för alla?: en essä om hur vi förhåller oss gentemot barn som saknar de förutsättningar som den svenska skolan förväntar sig2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In my essay the dilemmas originate from what I have experienced. I have observed myself and some of my colleagues, how we meet children who are lacking the qualifications which school and most pedagogues expect them to have. Focus, in my written experiences, is on children who live in poverty, but how we meet and act toward them is often quite the same independent of what qualifications they are lacking. With the support from literature and theories I reflect and analyse the dilemmas. Through essaywriting I investigate my practical knowledge and I examine how we as pedagogues handle the complex situations encounter when in school and how it is possible to understand why we act the way we do.

    I think that the knowledge which essaywriting gives me will strengthen me as a person and in my work as a teacher for after-school-center. My essaywriting will motivate me to reflect over the norms of society and their influence on children. I have often find it difficult to know how to act, but my hope is that this new knowledge can help me to understand and handle these types of situations better in the future. We must dare to stand up for the children. Even if only one person reacts to difficult situationes, it will make a difference.

  • 212.
    Edman, Linna
    Södertörn University College, Lärarutbildningen.
    "Man vill veta hur det går i skolan"2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the fall 2011 a new grading scale will be implemented in the Swedish school. A government bill suggests a change of the scale from a three- to a six-point scale. The students will also be graded from the sixth class instead of today’s eighth. From the first year of the compulsory school the pupil will get a written judgment. The bill has started a debate in media between those who are for and against the new system. In this thesis I have tried to summarize the debate going on in some major media. What are their opinions, and whose views are heard in the debate? My theoretical starting point is that both ratings and media are socially constructed.

     

    A number of articles were collected, and I had the ambition to select those that I regarded most relevant. Very soon I noticed a certain pattern that the opinion was for: selection, motivation, class, knowledge, information and justice. My review also shows that the debate may not focused around a score against or for the new grading system, but rather about grades per se. The debate highlighted the selection of pupils presented who are not ”chosen”. In the debate about a grade as a motivation for students shows the students taking the grade as a review of their personality. In class discussion, it refers to those students who do not have the necessary conditions. In the debate about knowledge refers to those students whose skills are not reflected in the grade. In discussion about grade as information it is the students who need guidance through an assessment which has been highlighted. The fair debate shows the students who are the losers of today’s three grade levels.

     

    As my title said ”You want to know how things are going in school.” – but who are “You” and what kind of information to “You” want? Is a grade the answer? Nonetheless – the debate will continue, and this is certainly not the last system that is implemented.

  • 213.
    Edwall Pettersson, Anna
    Södertörn University College, Lärarutbildningen.
    Att lära på olika sätt: En studie om pedagogers syn på elevers olika lärstilar2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The intention with my study is to examine how teachers in school relate to the concept of learning styles and how they define an individualized education that focus on students’ different learning abilities. My intention is also to raise their thoughts about what they think the benefits and the deficits may be with an individualized education that focuses on students’ individual ways to learn.

    My study is based on the empiric material I have collected from interviews with five teachers, whom all worked in grade three. To analyze and discuss the interview answers I have had to my help Dunn-, Kolbs- and Gardners theories about peoples different learning abilities and learning styles.   

    The conclusions I have made from the results of the study is that almost all the respondents reason all the same about students different learning styles. They all agree about that every student has the right to get an education that matches their learning abilities. Despite that I can see some differences in how they define an education that suits individual learning styles and how they teach in their classrooms. Every person has individual ways to take in information, individual ways how they learn and respond to different learning situations and it is important that all teachers see, notice and guide every student to make the schoolwork and learning situations meaningful. 

  • 214.
    Ekeberg, Nina
    Södertörn University College, Lärarutbildningen.
    Livskunskap: En studie i efterfrågan på viktiga livsfrågors plats i skolan2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Some schools and municipalities have introduced a subject on the school schedule called life knowledge, even though the state or national curriculum have no requirement for this. How-ever, life knowledge is regarded by some commentators to be too vague a subject, and that the questions raised by the subject should be included in all school teaching rather than being singled out as a specific subject, Traditionally, schools’ view on education is that facts are considered more important than, for instance, social competence. Many schools have a few days with a central theme where they discuss human rights and other important value basis questions, however, there is a lack of discussion of these issues during the rest of the term. Would it be beneficial to teach students more about empathy, cooperation and mutual respect, and to develop their social competence? Human rights and esteem permeates the curriculum –Lpo94, the value basis and the child convention. In this study, I wanted to examine the inter-est among teachers to schedule for these matters/subjects in school today. Do teachers want to have life knowledge as a mandatory subject or do they consider it not to be necessary? What do teachers, and parents of children in their schools, think about this?

  • 215.
    Ekeroth, Veronica
    Södertörn University College, Lärarutbildningen.
    Skolans organisering och pedagogiska arbete med svenska som andraspråk: ur ett lärarperspektiv2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Research has shown that students with another mother tongue than Swedish terminate elementary school with lower grades in all subjects, compared to students having Swedish as a mother tongue. This fact justifies further research on the forms of teaching Swedish as a second language. Attention has been given to the fact that the students with another mother tongue than Swedish have to cope with "dual learning". Parallel to the learning of a second language they need to obtain knowledge in all other subjects. The purpose of this thesis is to investigate how the School organise the work with students having another mother tongue than Swedish, and to find out how teachers in other subjects solve the problem of having students that struggle with "dual learning". The questions I will be answering in this paper is:

    1. How do the school organise the teaching of students having Swedish as second language (SVA-students), when in comes to improving language skills and obtaining knowledge?
    2. How has this particular organisation affected the work of teachers in other subjects?
    3. Which are the advantages and disadvantages of this form to organise the work and teaching, according to the teachers involved?

    The method used in the investigation is "qualitative deep interviews". The theoretical points of departure are Haug’s concepts of "excluding integration" and "including integration". In this analysis I have furthermore used organisational theories like "the learning of organisations" and the "learning cycle" from Kolb. In the didactical analysis I have used "theories of writing" from various authors and "theories of language" from Vygotskij.

    The result of the investigation shows that the investigated school gone from "excluding integration" to "including integration". Nowadays the responsibility for SVA-students are distributed among all teachers in the school, implying a substantial changes in the role of teachers. The role of the SVA-teachers has also developed simultaneously into something which could be described as tutor or mentor to teachers of the other subjects. The positive and clear response from the school management to these initiatives has also been of great significance. In this process the book "Schaffholding Language – Schaffholding Learning" of Pauline Gibbon has played an important role and has lead to the continuous training and development of methods at the school.

  • 216.
    Eklund, Annika
    Södertörn University College, Lärarutbildningen.
    ADHD och autistiska barns övergång från förskola till förskoleklass: ur föräldraperspektiv2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to investigate how parents of children with ADHD or autism experience the transition between preschool and preschool classes. To get answers to my questions, I interviewed five parents representing three different schools in one municipality. I have chosen to use a qualitative research interview inspired by phenomenology. The results of this study show that parents perceptions differ, in terms of how well the transition work for children, and how support and treatment are at a transition. For children with a documented diagnosis, schools have an action plan for those in the gray area there are no procedures. An inference to be drawn from the responses parents give, is that much could be overcome if educators and parents listened to each other and took lessons from each other’s knowledge.

  • 217.
    Eklund, Elin
    Södertörn University College, Lärarutbildningen.
    Att ha mediebranscherfarenhet som medielärare: En kvalitativ studie av fem medielärares uppfattningar om sin kompetens2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 218.
    Ekman, Leila
    Södertörn University College, Lärarutbildningen.
    Fyra lärares föreställningar om oordning i klassrummet: en studie om lärares förväntningar och elevers behov och motivation2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to examine how four teachers with different teaching experiences treat and think about insubordination in school. The study emphasizes on questions like: When and why does disorder occur? How do the teachers manage disorderly conduct in the classroom? and Could there be a conflict between the teacher’s expectations and management, and the needs and motivation of the pupil?

       It was evident through interviews with these four teachers that their statements could be divided into similar themes which subsequently could be put into the motivational structure of Abraham H. Maslow.    

       The conclusion of the study was that teachers may possibly have a better chance of managing disorder in their classroom if they are aware of the connection between disorderly conduct and a person’s needs and motivation.

     

  • 219.
    Ekström, Andrea
    Södertörn University College, Lärarutbildningen.
    ”Det finns ju inte med i boken, ska jag kunna det ändå?!”: en studie om elevers övertro till läroboken som angivare av kunskapsmål samt vilken misstro detta skapar till all undervisning som går utanför dess ramar2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study has been to get a deeper insight into how students reason about the textbook and teaching that goes beyond its content. This in order for the teacher to be able to consider and respond to these important attitudes already at the planning stages of such teaching situations. This approach will aid to help students overcome the distrust of things that are not in the textbook.

    The study shows that students have an attitude of overconfidence to the textbook's reliability. It is considered to be controlled in its content as well as being a reference on the extent of the knowledge content.

    The general approach to teaching that deviates from textbook structure is that it is welcomed as an interesting feature. However, a questioning attitude soon appears about whether the element will be included in any requirements for knowledge or tests.

    The following important conclusions can be drawn after this study was carried out:

    • Very clearly communicate the purpose of all education that deviate from the textbook.
    • Inform students about the textbook's deficiencies and the need for supplementing.
    • Accept and respond to students' focus in that grades are the main driving force for the acquisition of knowledge in high school.
  • 220.
    Eldelöv, Madeleine
    Södertörn University College, Lärarutbildningen.
    Nobels Fredspristagare: Synliga eller bortglömda i läroböcker?2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    A lot has been written about Nobel and Nobel Prize winners. In literature it is common to describe patterns or trends in Nobel’s peace prize rewards. One aim with my study is to examine if the same is possible to distinguish in how the authors of textbooks have written about Nobel’s peace prize. The study show that is not a complete pattern to be seen in the school textbooks I have read. What has created a difficulty in my study of school textbook is that the information /facts about peace prize winners have been fragmentary or insufficient. There is only one textbook from the 1940´s, that has a chapter, which is called peace prize winners. This chapter has disappeared in the examined textbooks from the 1950´s up to today’s textbooks. The study shows however that from the 1980´s up to today’s it has become more common to mention peace prize in the school textbook.

  • 221.
    Eldelöv, Madeleine
    Södertörn University College, Lärarutbildningen.
    Nobels Fredspristagare: Synliga eller bortglömda i läroböcker?2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    A lot has been written about Nobel and Nobel Prize winners. In literature it is common to describe patterns or trends in Nobel’s peace prize rewards. One aim with my study is to examine if the same is possible to distinguish in how the authors of textbooks have written about Nobel’s peace prize. The study show that is not a complete pattern to be seen in the school textbooks I have read. What has created a difficulty in my study of school textbook is that the information /facts about peace prize winners have been fragmentary or insufficient. There is only one textbook from the 1940´s, that has a chapter, which is called peace prize winners. This chapter has disappeared in the examined textbooks from the 1950´s up to today’s textbooks. The study shows however that from the 1980´s up to today’s it has become more common to mention peace prize in the school textbook.

  • 222.
    Elf, Elinor
    Södertörn University, Lärarutbildningen.
    Djuren i skolans värld2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to closely study different studies and texts within the subjects ofanimals and nature in order to, from different themes, analyze and determine whether or not animalsis a useful tool to apply in school as well as preschool. Above all else, this study serves to answerwhat animals and nature can bring children, and when you as an educationalist can benefit from it inyour classes within school and preschool. This study also serves to point out what you should keepin mind when using animals as a tool in your classes, since there are a few obstacles to consider.The method used to analyze the different themes is discourse analysis, which is a sort of textanalysis.About one hundred years ago when our society was industrialized, different theories and theimportance of preserving and to sojourn into nature began to grow among some theorists, biologistsand educators. The value of spending time outdoors was realized, which we today have a greatunderstanding of. Our interest for the impact of animals on us is also starting to grow, and there is alot of research that is of the opinion that animals are good for children in many different ways, andfor many different reasons. When obstacles, such as allergy, is not in the way of using animals inthe education, they could be viewed as excellent educational tools. The discourse presented here isfor many different reasons positive to the effect of animals on children.

  • 223.
    Elia, Moreen
    Södertörn University, Lärarutbildningen.
    Ledarskap och ledarstilar i klassrummet: Lärarens upplevelse av sin egen ledarstil: demokratisk eller auktoritär?2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim is to examine teachers own experiences of leadership, leadership styles and what good leadership is and to find out how teacher leadership can influence students according to teachers.

     My questions are: 

    • How do teachers evaluate leadership and their own leadership styles?
    • What is good leadership according to teachers?
    • How can the teachers leadership styles affect students in the classroom according to teachers?

    The method used is a qualitative method based on interviews with five teachers. The reason why I have chosen a qualitative research method is that I believe that this method can give me better results by understanding the world from the interviewees’ point of view.

    I have come to the conclusion that the interviewed teachers believe that leadership and management style play a large role in the teacher's profession and that the teacher's leadership style in the classroom democratic or authoritarian have a major impact on students. The teacher should consider his management and find some sort of balance by exercising both democratic and authoritarian leadership style and adapt it to the situation. And In terms of results regarding good leadership of the interviewed teachers, I can say that good leadership is largely about good relationships between teachers and students and that a teacher can become accepted as leader by winning students confidence.

  • 224.
    Elias, Sam
    Södertörn University College, Lärarutbildningen.
    Musikens innebörd och påverkan i elevers skolgång: En studie om hur musiken betraktas och används av elever och lärare i årskurs 8 och 9.2009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I have been using qualitative interviews to explore music's influence in school from a learning perspective, community perspective and identity-building perspective. I have visited two classes at two different schools to do these interviews with ten informants, both students and teachers. My interview questions were almost the same for both students and teachers, but differed in wording. My research is based on the informants’ answers and relevant sources such as literary books, curricula and the Internet.

    After fieldwork was completed, I transcribed the interviews to further analyze them according to relevant theories, such as Bergman (2009) and Antal Lundström (1996). I am satisfied with the results of the research and I am glad that the sources I have found verify my own theories about music's understated value in schools and that music is really a necessary tool to help learning, community and identity creation. Regrettably I have not found any theories that take an opposite stance to my views.

    Through my research I have found that music can benefit most students, not all because everyone has different needs - but many, in their learning process. Music, for example, helps with a new means of expression for students. I have also found that music increases the cohesion and creates community in groups where the participants reveals new sides to each other - something that creates a strong and secure group. The music gives students the opportunity to try different roles - it strengthens the students' personalities and helps them in their identity formation.

  • 225.
    Elisabet, Halef
    Södertörn University, Lärarutbildningen.
    Skillnader och likheter gällande mobbning mellan flickor och pojkar i en monoetnisk- och multietnisk skola2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to explore the differences and similarities regarding the causes of and approaches to bullying among a number of girls and boys in third grade in two schools. One of the schools is in a mono-ethnic area and the other in a multi-ethnic.

    The purpose isto compare the results between the schools and the questions proposed are:

    • What is the reason for the bullying?
    • What are the differences and similarities in existing opinions on the practice of bullying?
    • What are the differences and similarities of students' opinions on bullying in a mono-ethnic and in a multi-ethnic school?

    I have chosen to use gender and ethnicity theories and the study was conducted through qualitative group interviews. The results have shown that boys' explanations for bullying are more aggressive than girls, although approaches to bullying were more related with violence among boys. The multi-ethnic school uses more direct bullying compared to the mono-ethnic school where indirect bullying occurred more often. My conclusions are that general knowledge about the subject is not enough to be able to counter bullying. It’s necessary to be familiar with how bullying occurs in that individual school because there can be large differences in the approaches when dealing with bullying from school to school.

  • 226.
    Emilia, Åkesson
    Södertörn University College, Lärarutbildningen.
    Lärares förhållningssätt till demokratisk undervisning och sin egen maktposition i undervisningsarbetet2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this paper is to examine how teachers experience their possibilities to develop democratic teaching in high school and how they reflect upon their position of power within the teaching situation. Four professional high school teachers have been interviewed for the study. The theoretical perspective of the study is an intersectional view on power and a view on democratic teaching which is partly built on the high school curriculum, but mainly defined by deliberative conversations, anti-oppressive education and norm-critical education. The result of the study is focused on three themes, which were shown in the analysis of the interviews. These themes are: choices of teaching content,  authority of the teacher and democratic teaching. The conclusion of the study is that there is no fixed manual or one single method, for democratic teaching. However, if possibilites are created through educational politics, teacher tranining, existing norms at the school, and individual teachers ability to reflect upon their own position of power, democratic and anti-oppressive education is possible. 

  • 227.
    Eminakpo, Figen
    Södertörn University College, Lärarutbildningen.
    Mamma och pappa har oftast inte tid2008Independent thesis Basic level (university diploma)Student thesis
    Abstract [en]

    The main purpose of this essay “Mama & Papa usually do not have time” (Mamma och pappa har oftast inte tid), is to investigate what possibilities the pupils have when they need help with their homework. I also wanted to see what the actual conditions are when they do their homework. My second purpose is to see what their teachers think about homework and what they think are the positive and negative effects of homework. To be able to answer my main purpose I made a questionnaire with the pupils. The teachers were interviewed one by one.

    I decided to compare the results that the questionnaire had provided with the answers I got from the teachers. This way I could see if there was any similarity or difference between the answers. I also analysed and compared the answers the teachers gave with the theories I found in different literary or other material. This made it possible for me to compare if the positive and negative effects that the teachers experienced and whether these effects agree with the theories researchers make of the subject: homework.

  • 228.
    Englund, Martin
    Södertörn University College, Lärarutbildningen.
    Läroplanen och nationen: En kritisk diskursanalys av nationalismen i svenska läroplaner 1878-19942009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The essay explores nationalism in the curriculum of the swedish school from 1878 to 1994. The text has been undertaken an analysis in three levels of discourse based on Norman Faircloughs critical language analysis. The first level is the text, the second is types of discourses and the third is order of discourse.

    The nationalism in the curriculum has been related to three nationalistic types of discourses, derived from earlier studies on Swedish nationalism. They are conservative nationalism, “folkhemsnationalism” and contemporary nationalism. These discourses are related to Antonio Gramscis theory on hegemony and power in the capitalist society witch covers the order of discourse level of the analysis. Nationalism is then viewed as an ideology to maintain status quo and that the discursive changes are the result of an hegemonic negotiation between dominant and subaltern.

    The study shows how an conservative nationalism dominates in the curriculum from 1878 and 1919. There is some signs of the “folkhemsnationalism” in 1919 but it is not until 1955 that it becomes dominant. The contemporary nationalism is a less clear category than the earlier kinds. It is existing in 1969, then there is a movement backwards in the 1980 before the contemporary nationalism becomes dominant in 1994.      

  • 229.
    Englund, Martin
    Södertörn University College, Lärarutbildningen.
    Läroplanen och nationen: En kritisk diskursanalys av nationalismen i svenskla läroplaner 1878-19942009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The essay explores nationalism in the curriculum of the swedish school from 1878 to 1994. The text has been undertaken an analysis in three levels of discourse based on Norman Faircloughs critical language analysis. The first level is the text, the second is types of discourses and the third is order of discourse.

    The nationalism in the curriculum has been related to three nationalistic types of discourses, derived from earlier studies on Swedish nationalism. They are conservative nationalism, “folkhemsnationalism” and contemporary nationalism. These discourses are related to Antonio Gramscis theory on hegemony and power in the capitalist society witch covers the order of discourse level of the analysis. Nationalism is then viewed as an ideology to maintain status quo and that the discursive changes are the result of an hegemonic negotiation between dominant and subaltern.

     The study shows how an conservative nationalism dominates in the curriculum from 1878 and 1919. There is some signs of the “folkhemsnationalism” in 1919 but it is not until 1955 that it becomes dominant. The contemporary nationalism is a less clear category than the earlier kinds. It is existing in 1969, then there is a movement backwards in the 1980 before the contemporary nationalism becomes dominant in 1994.      

  • 230.
    Engman, Emelie
    Södertörn University, Lärarutbildningen.
    Gruppdynamik: en social gemenskap2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this work is to create more knowledge about the teacher's perceptions of group dynamics and its impact on school activities. How do teachers opportunities and obstacles in order to influence group dynamics among students. The questions I have answered is how the teachers see the importance of a functioning group dynamics in school, how teachers work with group dynamics and how teachers describe the opportunities and obstacles for effective group dynamics. The method I am using at work is a qualitative research method that involves obtaining the teachers' own thoughts, feelings and experiences around the right questions. I have interviewed three teachers in primary schools in the county of Stockholm to find out their particular approach. The theory I have assumed is that the teacher's attitude affects group dynamics in class, where a democratic approach should permeate the teaching and its values. They summarized the conclusions I have is that teachers have a major impact on the group's importance and that they are working from it in different ways. The benefits of a working group dynamics is that you get a sense of security in the class to be developed further. How this security is created by the interaction between the teacher and the group where the teacher's value system work becomes central. Teachers agree that they have considerable potential to influence the dynamics of class and see obstacles including language difficulties, conflicts, and many different views to consider.

  • 231.
    Engstrand, Cecilia
    Södertörn University College, Lärarutbildningen.
    Den Andra religionen: En granskande undersökning av orientalistiska maktstrukturer i Gy 2011s ämnesplan för Religionskunskap 12010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of my thesis is to unveil orientalistic powerstructures in the new national curriculum for religious studies in Swedish upper secondary schools. Western imperialism and modernistic ideals has formed the Swedish perception of what constitutes as Swedish, this perception also influences the Swedish religious understanding. This understanding is imbedded in the national curriculum for religious studies which enables a western hegemony to prevail.

  • 232.
    Engström, Elin
    Södertörn University College, Lärarutbildningen.
    Integrering av Bild och Svenska: Att skapa sammanhang i undervisningen2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The purpose of my essay is to see how teachers are working to integrate the two subjects Art and Swedish in their teaching, and to see how this integration is made. What do teachers think about subject-integration? What are the positive effects of it? Are there any difficulties involved? Do the teachers prioritize cooperation with other subjects?

    To answer my questions I have interviewed eight teachers, four of them in upper secondary school and four in lower secondary school. I have also studied literature about subject-integration and children’s learning, curriculum’s and syllabi in the subjects of Art and Swedish.

    The results of my study show that the interviewed teachers are positive when it comes to integrating Art and Swedish and other subjects. Most of them see no problems when integrating subjects. Still several teachers do not integrate Swedish and Art in their teaching, even if they find it positive. The teachers who are integrating Art and Swedish today present many practical ideas of how to do it, and they think that integration of subjects is very important.

    As a teacher you have to be open-minded. There is no difference if you work in upper secondary school or in lower secondary school. The most important thing is your own attitude and your willingness to make subject-integration come true.

  • 233.
    Engström, Laura
    et al.
    Södertörn University College, Lärarutbildningen.
    Pektas, Nilifer
    Södertörn University College, Lärarutbildningen.
    Etnicitet som fördel eller nackdel: En jämförelsestudie mellan två förortsskolor i Stockholm2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The aim with this essay is to emphasize the problems that ethnical belonging causes at schools today. We have chosen to examine and compare two schools with each other, one school is called ”the new school” situated in Stockholms kommun and the other school is called ”the old school” belonging to Huddinge kommun. We have had contact with these two schools for a longer period as substitutes and students. This essay is based on how these two schools prominently differ from each other. The old school in Huddinge kommun is more or less characterized by ”matters of ethnicity” and where the ethnicity is seen as an obstacle for the schoolwork, whereby the identity as ”immigrant” is problematized and therefore signified in a negative way. The new school seems to base their communication on other reasons. The belonging to a certain nationality does not have the same importance and being an “immigrant” has defused much more. Under these circumstances the ethnicity seems to be a more of a decorative feature rather than something decisive for the pupils.

  • 234.
    Engström, Malin
    Södertörn University, Lärarutbildningen.
    Barn med språkstörning: en förskolepedagogs utmaning2011Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to gain an understanding of the work that takes place in a preschool when there are children with specific language impairment. The study consists of interviews with four pedagogues who share their knowledge and experience of working with language impairment; the methods they use, how, in their opinion, the preschool environment should be designed, and how they create pedagogical activities for the children to be able to develop their language in the best possible way.

    The result shows that there is a vast difference in both knowledge and competence among the pedagogues as regards language impairment, and that they use methods of both manual and aided alternative and augmentative communication. Several ideas among the pedagogues concern the design of the preschool environment and how they organize the teaching activity, in order to give the children the best possible chance to develop their language.

    To sum up, all the pedagogues in the interviews think that as teachers the obligation and attitude that is most important for them is to be present, so that the children will receive the right prerequisites to be able to develop their language.

  • 235.
    Engström, Sabina
    Södertörn University, Lärarutbildningen.
    Vad innebär planeringstid?: En kvalitativ studie om fyra förskollärares syn på den pedagogiska planeringen i förskolan2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The running of a Swedish pre-school is not just about taking care of children but involves incorporating educational activities that follow curriculum guidelines. In addition, time must be allocated for planning, discussion, evaluation and reflection. Many pre-school teachers feel that there is insufficient planning time which is needed to follow the established curriculum guidelines for kindergarten. Due to the rising numbers of children per class, and the obligation to document and evaluate everything, pressure and lack of time has become a significant issue.

    The purpose of this study is to investigate four pre-school teachers´ views on pedagogical planning and reflection time. Questions to be answered include:

    1. How does a pre-school team incorporate planning, documentation, evaluation and reflection into their program? 2. What are the opinions of pre-school teacher’s in terms of planning, documentation, evaluation and reflection? 3. In their opinion, how does the planning, documentation, evaluation and reflection affect their program. 4. What is the time allocated for planning used for and how do they prioritize it?

    To answer my questions, I interviewed four preschool teachers from two different preschools. The theoretical concepts of this study are based on reflection, reflection in action, reflection over action, as well as child perspective. The investigation findings conclude that preschool teachers feel that the time allocated for planning and reflection is insufficient. However, there is also agreement that additional planning time should not be taken from time spent with the children. Reflection and making decisions based on child perspective were found to be significant aspects and the starting points for these four preschool teachers and the running of their respective preschools.

  • 236.
    Engwall, Sofie
    Södertörn University College, Lärarutbildningen.
    Inkludering och integrering ur ett lärarperspektiv: Hur några lärare ser på inkludering och integrering och hur det fungerar i verksamheten2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     

    This work is a study, conducted by interviews, of how teachers evaluate the concepts of inclusion and integration. The aim of this work is to obtain views on the possible differences between teachers' own definitions and the previous research definitions. The earlier published research which was read during this work, together with the three interviews which were conducted is the basis for the study. I've done three interviews in which two of the people interviewed are active teachers and the third who works as an assistant headmaster at a school located in a suburb of Stockholm. The interviewed teachers have been working for different periods in the school which gave me the opportunity to highlight differences between teachers definitions depending upon the experience they had. The results of this study highlight that the school is aware of the importance the concepts of inclusion and integration have and also the importance of putting them into practice. The study also concludes that the definitions teachers have of inclusion and integration is not the same as described within the literature. In addition, some teachers feel uncomfortable with the subject and hence are not actively working with inclusion and integration

     

  • 237.
    Ercan, Jennifer
    Södertörn University, Lärarutbildningen.
    Lärarnas synpunkter på genus och jämställdhet i skolan: Hur lärarkåren inom skolväsendet arbetar med könsfrågor såsom genus och jämställdhet i skolan2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to examine how the interviewed teachers in one school observe their view of gender and equality regarding the educational system.  Accordingly, I would like to present my intention with this study, also be to analyze how the interviewed teachers way of working with matters of gender and equality, carry out as a portrait of their values considering the distribution in terms of gender. The research questions are the following: 

    • What is the teachers view on the concepts of equality and gender in school?
    • How do different teachers talk about their way of working in relation to gender and equality in school?
    • How is boys and girls images presented in the teachers descriptions in their discussion about gender and equality?

    This study is based on a fundamental qualitative method, where a handful number of teacher’s from one school were interviewed in order to obtain information and data for the examination. The interviews were analyzed and discussed in association to earlier research in aspiration to study different writer’s theories about the conception of gender and equality. The following writers’ theories, compose as the theoretical connection of the study;” Hirdman, Eidevald, Lif and Olofsson”.

    The conclusions of this study can be presented by the teacher’s intentions in balancing the matter of gender in relation to equality. All interviewers share a common view that these matters concerning gender and equality should be recognized and emphasized in the teacher’s work with the students. Additionally, due to the complex relationship between gender and equality, do the teachers there for base their work on the comprehension that the concepts of gender and equality have the same meaning and for this reason also share a similar significance. The interviewed teachers aspire to work on a solution to the issues of gender and equality, by focusing their work in situating the individual in the main center with the purpose to establish a sexless platform for each and every individual.

  • 238.
    Erdtman, Laura
    Södertörn University College, Lärarutbildningen.
    Språkval svenska engelska: Kursen som ligger utanför2009Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Language choice is a required course in years 6-9 of compulsory school. Those who do not wish to study a Modern language of French, Spanish or German may choose language choice English or language choice Swedish instead. These two courses are meant to provide students with additional support and advanced work in those subjects. Although grades are given in Modern Languages, language choice English and Swedish do not merit a grade. Neither language choice English nor language choice Swedish has a set curriculum or syllabus. The regulations regarding these courses are dubious as well which results in varied interpretations among schools. Other research discussed in this thesis indicates that student motivation is low and truancy high. The intention of this thesis is to shed light upon an area left very much in the dark. Who are these students choosing language choice English and language choice Swedish? What have they based their choice upon? How are these courses organized, prioritized and taught? How do the students and teachers experience these courses? Data has been collected at three schools in the form of in depth teacher interviews and student questionnaires in order to answer these questions. In addition, school statistics have been examined and similar research utilized in the analysis of the collected data.

     

  • 239.
    Ergin, Yasemin
    Södertörn University College, Lärarutbildningen.
    Bemötandet av tvåspråkiga barn efter inskolningen.:  Tre pedagogers arbetssätt & metoder. – En kvalitativ studie med tvåspråkiga barn inom mångkulturellt område2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Thanks to preschool Bamse and the entire literature I have related to in my degree work I have both got an explanation for my question at issue, and a clearer insight for my main question "The treating of bilingual children after acclimatization". I have within the investigation chosen to study on the basis of the educationalists perspective on bilingual way of working. My question at issue on this investigation has been to see how a regular day of language development looks and how the group of children developed the Swedish language.

    The purpose with my degree work was to be able to get an insight in the educationalists way of working and methods and also to see how the educationalists treats bilingually individuals after the acclimatization. I have when it concerns choice of method and material collections assumed from a qualitative investigation and gathered the material with help from participation notices and interviews.

    Down here I will sum up the investigation in poles and describe the aspect the informants have pointed out under the interviews.

    Bilingually children’s develop the Swedish language with the educationalists by:

    • Converse and communicate with the child
    • Name word and objects
    • Using the body language at conversations
    • Building security in the group of children
    • Integrate the playing to a language development in the regular day
    • Confirm the child’s meaning at different connections
    • Create a god relation with the individual
    • Take part of the mother tongue in the program to name single words
    • Giving the individual the opportunity to express their thoughts freely
    • Place the child at the center of attention among the group of children
    • Take part of the parents experience with the mother tongue
    • Giving space to create own imagination with the playing for the individual
    • Have the language as an approach

    Even the theories mediate that the educationalists shall promote the work with bilingual children so that they control the purpose and see the meaning of activity. The play shall be reason for all activity to increase the will for the group of children. Litterateur also brings out that the preschool program shall establish that the individual gets the opportunity to develop its mother tongue to increase the understanding of the Swedish language. Finally I want to point out that on the basis of the interviews and observations on the preschool program, the educationalists consider that the mother tongue is like a foundation for bilingually children so that they will develop the Swedish language.

  • 240.
    Eriksson, Anneli
    Södertörn University College, Lärarutbildningen.
    Elevers tillämpning av källkritik på Internet2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper, called Pupils' practice of source criticism on the Internet, is investigating pupils’ use of source criticism. The main research question was: how much knowledge pupils from an upper secondary class have about the use of source criticism, regarding examining data from the Internet intended for assignments. Furthermore, developing a suitable method to investigate this was included. The main research question led to further sub questions that aimed to answer to what extent pupils consider source critique criteria as sender, aim, up-to-dateness, credibility and dependence.

    The study has been conducted by using mixed methods, both qualitative and quantitative methods. The qualitative research consisted of analysing the Internet sources pupils had stated they used in their assignments. The paper’s theoretic starting points, regarding source critique criteria, lay ground for the analysis model applied. The quantitative method was conducted through the help of questionnaires amongst pupils, which gave insight to how pupils think about the choice of Internet sources they intended to use in their assignments.

    The conclusion is that pupils have knowledge about source criticism to a certain extent, as some source critique criteria get large attention and other important criteria is not enough considered. The method for investigating this has worked well, but since this is a first attempt there are room for some modifications.

  • 241.
    Eriksson, Aralia
    Södertörn University College, Lärarutbildningen.
    Att bo i Södertälje och studera på sfi: Sex irakiska flyktingars syn på sina sfi-studier, staden de bor i och att vara flykting med en framtid i Sverige2008Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    It is widely recognized that the town of Södertälje, a small Swedish town of 85 000 inhabitants, has alone received more war refugees from Iraq than the US and Canada have put together. Whilst writing this thesis had nearly 6000 Iraqi refugees sought their way to Södertälje since the US invasion in Iraq 2003.

    Nevertheless, life is not what the media and the government retail. Six of these Iraqi refugees who resided in Södertälje share their life stories in the following thesis. They discuss their escape from Iraq and the difficulties of living in the segregated parts of Södertälje where they solely speak Arabic and Assyrian, whilst learning Swedish at sfi (Svenska för invandrare, Swedish for immigrants). Another distress is related to the unsecure future in Sweden waiting ahead.      

    The aim of this thesis is to engage in, and highlight the studies of six sfi-students in their endeavor to learn Swedish, whilst struggling through Swedish bureaucracy and experiencing despair due to their situation and uncertain future. 

       

     

     

     

  • 242.
    Eriksson, Berit
    Södertörn University College, Lärarutbildningen.
    Ordning och reda i skolan: En diskursanalys av uttrycket ordning och reda2011Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In media the debate about discipline and order in school is widely heard. A politician, some teacher or a representative from the teacher´s union, most often speaks these words. The interest for these issues seems to be persistent.

    This study is primarily about the expression “discipline and order”. The aim is to find out how the expression “discipline and order” is used in the investigated material. Furthermore, how these definitions create certain discourses and in which social field (area, institution) these discourses exits. The theoretical basis of the study is discourse analysis, and more specific Critical Discourse Analysis (CDA) by Norman Fairclough. With support from a model and method for CDA four newspapers articles will be analyzed. These articles are dealing with the main subject, “discipline and order” in school and represent various backgrounds according to school issues.

    The result of the analysis is that many different words are used to explain and talk about “discipline and order”. The identified discourses are fewer as well as the social fields. Many of the words used are similar but in some articles they differ.

    In conclusion the study will show that there are several ways to write about “discipline and order” and sometimes the discourses overlap and sometimes they are separate. All in all the use of “discipline and order”-discourse seems to rather reproduce than change. Finally, this investigation shows that the problem sets of order in our schools are multiplied and complex, therefore the solution needs to be as complex as that.

  • 243.
    Eriksson, Evalott
    Södertörn University College, Lärarutbildningen.
    Matematik i förskolan: Hur arbetar pedagoger med matematik utomhus på förskolor med olika pedagogiska inriktningar (traditionell, i ur och skur och Reggio Emilia)?2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this essay, I have interviewed four pedagogues from three preschools whit different pedagogical purposes. The purpose was to find out how they work with mathematics outdoor. In addition to interviews, I have conducted observations at each preschool. The different preschools are one traditional, one Reggio Emilia and one “all weather” (Friluftsfrämjandet) preschool. All the preschools were often out and then they used the natural materials like stones, sticks, leaves and fir cones when they were in the forest or in the play yard. During wintertime they used the snow too stamp and looked at the pattern that showed under the shoes. Did the pattern vary depending on shoe type? It is important that the pedagogues work on the supposition of the child and their interests and curiosity. When they are using different things that the children recognizes it is easier for them to go from the concrete to the abstract. The children’s learning and development occur in interaction with the pedagogue and the other children. All of these take place in the everyday consistency that the children can relate too. This is supposed to lead to lifetime learning (Lpfö 98). One of my conclusions is that it is a difference between the preschools in what they consider the important mathematical activities. There is a difference in whether they focus on counting, geometry, or pattern. 

  • 244.
    Eriksson, Fredrik
    Södertörn University, Lärarutbildningen.
    Fristående skolor - ett socialdemokratiskt dilemma: En undersökning av Socialdemokraternas politik i frågan om fristående skolor2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    During the 90’s, several reforms took place in order to change the educational system. The reforms intended to increase the freedom of choice and to facilitate the start-up process for driving independent schools. A broad alliance of political parties from left to right supported these reforms. Twenty years later, the independent schools constitute a substantial part of schools in Sweden. However, recently there has been a debate about the expanding number of independent schools and whether these schools should be allowed to make profits or not.  

    In an official statement in the autumn of 2012 the Social Democratic Party announced their new policy declaring that independent schools and freedom of choice are important parts of the educational system. To prevent independent schools from making big profits, the Social Democratic Party launched ideas such as stringent quality requirements.

    This enquiry analyses the motions written by members of the parliament representing the Social Democratic Party in order to distinguish the pursued policy regarding independent school during the period 2006 - 2012. In this study, I draw the conclusion that members of the parliament representing the Social Democratic Party pursued different policies in the question regarding independent schools. It turned out there was a dividing line between those who pursued traditional working class politics and those who pursued a liberal middle class politics. The former were more eager to criticise the expansion of the independent schools than the latter. Making profit in publicly funded independent schools was something that most members of the Social Democratic Party disliked, but none of them raised their voices for a prohibition.

  • 245.
    Eriksson, Ida
    Södertörn University College, Lärarutbildningen.
    Hur påverkas insatser för elever i behov av särskilt stöd av beslut på olika nivåer?: En studie av insatser på tre skolor i samma kommun2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The intention with this study is to investigate how schools are affected by state and municipal documents when they organize the education for children with special needs. The study is based on following questions.

    • How do decisions on state and municipal level of politics affect the decisions that the principals make concerning organization, and do the school leaders think that the decisions are made on the right level of liability?
    • What is the relationship between economic decisions and pedagogical decisions?
    • What decides whether the schools have children with special needs integrated in their ordinary classes, or if they receive segregated remedial courses, and what are the views on an equivalent education?

    The study is conducted through interviews with principals of three schools, one politician on municipal level and one special education teacher. The interviews are linked to an historic background as well as current studies and discourses. The study shows that there are contradictions between state, municipality and school goals. When the state formulates documents to ensure that all children in Sweden get an equivalent education there is no considerations of the economic conditions of the municipalities. The conclusion is that all the schools in this study have their own model for helping students with special needs, and show different ways do reach the state and municipal regulations. Still, national distribution of finances affects the municipal finances. In municipals with large socio-economic difficulties the schools gets less money, and that conflicts with the regulation regarding an equivalent education for all students. All types of assistance for students with special needs are not available at all schools.

  • 246.
    Eriksson, Liselotte
    Södertörn University College, Lärarutbildningen.
    Individuell utvecklingsplan - produkt eller process?: En kvalitativ intervjustudie av hur fem lärare för de yngre åldrarna använder IUP2009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The intention of this study is to interview teachers in order to create a picture of how they look at their work with IUP (Plan of individual development). The main question formulated in my study is in what way IUP can become a contribution to the learner´s development. All teachers who participated in the interviews believe that the purpose of the document is to be proactive, developing and positive for the pupils. The teachers also believe that it is intended to serve as a clarification for pupils as well as teachers. It´s clear to see that the IUP generally is believed to be a supportive resource in education. The results of the interviews, however, show that the document does not in any significant way function as a support to the pupils and their learning during the term.  Most of the attention is put into the meeting between teacher, parents and pupil (“utvecklingssamtal”) held once per term, in which the individual plan also is set up.

    A variety of reasons contribute to the fact that the majority of the responding teachers do not enable the pupils themselves to use the document on a regular basis in everyday work. Only one of the participating teachers stated that she actively encouraged pupils to use their IUP on a continual basis during their school day.

    In the other cases the IUP was filed and often kept locked up while the pupil and the parents kept a copy at home. However, the pupils are involved in the establishing of the IUP and are given a good opportunity to take part in formulating its goals, based on their capacities. The pupil´s own wording is important to make him or her feel that the IUP is fit for them.

    There were different statements about how much and how often the teachers participate in discussing the work of IUP with colleagues. One conclusion is that there was, in most of the cases, a will to create a common interpretation in order to get more out of the document.

  • 247.
    Eriksson, Malin
    Södertörn University College, Lärarutbildningen.
    Undervisning av elever i behov utav särskilt stöd: Fyra skolors arbetssätt2007Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [en]

    Today’s schools agrees that there are students that are in need of special help in school, but how this help best connects to the students can the schools not agree about.

    That’s why I in this essay have chosen to look closer at four different compulsory schools and they’re teaching of students requiring special help. I choose to look at two community schools and two open schools.

    The aim with this essay is to see if the teaching of students in need of special help is different or the same on the four schools. One of the theories that I have used is Haug´s theory about segregated and included integration.

    In my essay I have used qualitative research interview. I have interviewed one person from each school management.

    The result shows that it is not the way the schools teach the students that is important, instead the schools see the contacts between families and the school and the personals attitude agents the students as the most important factor when they work with this students.

  • 248.
    Erkus, Erika
    Södertörn University, Lärarutbildningen.
    Inskolning: En undersökning av inskolningen på 70-talet och idag2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The enquiry of this work is to look at introduction to preschool in the 1970s and today. The work examines what four books, two from each time period says about introduction, and the guardian's role in their child's introduction. The study is based on three research questions:

    • What view of introduction in preschool in the 70s does the texts show?
    • What is the view in the texts from "today" about introduction in preschool?
    • What view do these texts have about the guardian's role in the introduction?

    To find out what the texts say about these questions, the method of this work is text analysis. The attachment theory designed by John Bowlby, works as a theoretical framework for this work.The result shows that the texts from both the 70s and from today advocate a cautious introduction, where guardians are involved. All the four texts emphasize the importance of the connection between the teachers at the preschool and the children and their guardians, so that the preschool will be felt like a safe and secure place for the child to be in and to explore. The guardians’ involvement in the child's introduction is also affected, and shows that it is important that the guardian is involved so that the child can develop in preschool.

     

  • 249.
    Ersholt, Maria
    Södertörn University College, Lärarutbildningen.
    Fritidspedagogers syn på samarbetet med skolan: En fallstudie kring tre fritidspedagogers syn på samarbetet med klasslärarna2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a case study where the purpose is to examine three youth workers view of the cooperation with the classroom teachers.

    This study was conducted through qualitative interviews, which are usually used when one wants to interpret or explain something. Unlike quantitative interviews, which are used when one is trying to measure something. I have used semi-structured interviews when I tried to answer my questions. My results showed that the three different informants collaborated with the school and classroom teachers in different ways, one of them had no scheduled time to plan with classroom teachers, while the other two had. Two of the informants worked in class during the mornings basically every day, the third one were in class for a few lessons. All informants claim that collaboration with classroom teachers function well, yet they all indicate that they do not actually think that collaboration works well. All informants pointed out that cooperation takes place on school conditions.

  • 250.
    Ersson, Sara
    Södertörn University, Lärarutbildningen.
    Ordning och reda!2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this studie was to use qualitative methods to find out how teachers perceive what a good classroom environment means for students with ADHD. Know the teachers what to do with the physical environment for students with ADHD? My research questions I wanted to answer was how support or hinder classroom environment children who have ADHD? What can educators how classroom environment to be adapted for students with ADHD? I have presented three different themes based on my interviews, Structure / classroom environment, placement and traditional teachings. Has compiled my answers from informants and analyzed the responses by prior research and theory. The results show that teachers have good insight into what is good for students with ADHD, but what is it that goes wrong?

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