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  • 201.
    Chunhua Hu, Dorrie
    Södertörn University, Teacher Education.
    Konflikthantering i förskolan: En intervjustudie kring sex förskollärares syn på konflikter och konflikthantering inom förskoleverksamheten2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The impetus for this study came from my own experiences at the pre-schools. I noticed that in the pre-school there are different types of conflicts that need to be resolved or managed every day. How conflicts are handled by pre-school teachers seems to be dependent on how each pre-school teacher responds to the conflict. In connection with this, the aim of this study is to examine pre-school teachers' perceptions of the interpersonal conflict between children and how these conflicts are handled. Three research questions were formulated to attain this aim: a) how do pre-school teachers perceive the interpersonal conflict between children at pre-school? b) how are children's interpersonal conflict managed according to pre-school teachers? c) what role do pre-school teachers consider themselves to have during the children's interpersonal conflict management?

    The theoretical framework in this study is based on Richard Cohen's The ideal system of conflict resolution, that describes four different levels of conflict strategies and how they work systematically. The study employs qualitative method and semi-structured interview as a tool to acquire information to be analyzed. The semi-structured interview conducted with six pre-school teachers. Interview and the conversations were audio-recorded and transcribed. The study employed thematic analysis and generated the following themes: a) view on peers’ conflict, b) conflict management and c) pre-schools teacher’s role during conflict management.

    The findings and the conclusions drawn are that awareness of causes of children’s interpersonal conflicts give the pre-school teacher confidence and they can see that the children develop social skills through the conflicts. The study emphasises the importance of preventive work before conflict happens, such as to work to instil basic values and good friendship with the pre-schoolers. In addition, the study emphasises the importance communication during conflict management, and the role of the pre-school teacher as a mediator, facilitator and guide.

  • 202.
    Clinton, Jonathan
    Södertörn University, School of Culture and Education.
    Fem vuxnas perspektiv på filosofiska samtal i skolan2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Previous research on philosophy for children in schools has almost exclusively focused on how it is perceived by students. The aim of this study is to focus on how it is perceived by five teachers and other adults involved in implementing philosophy for children in schools, in total four teachers participated and one adult who worked with implementing took part in the study. The theoretical background is composed of Olga Dysthes view that knowledge is not only constructed but that the object that one intends to gain knowledge of has to be interacted with and how she applies this view dialogues in the classroom. The study was conducted by interviewing the participants. The results found that the teachers saw philosophy for children as something more than a tool to work with questions that were important to students, they were also viewed as a way to work with language and building solidarity within the class. Some of the informants also expressed views that they were certain that the discussions would end in the students aquiring the values that the school represented but that if this was not the case they would have to step in to steer the conversation towards these values. The study also found ambiguity towards the role of teachers as fascilitators of these discussions. There was a concern that the teacher as fascilitator could result in the students either returning to normal classroom behaviour or that they would alter what they said to fit what they were expecting the teacher to hold as the right answer. However the positive sides to having a teacher fascilitator was that these would know the class better and better be able to establish an environment that is suited for a philosophical discussion.

  • 203.
    Clive, Dean
    Södertörn University, Teacher Education.
    MIK, what are the boundaries?: A study of media and Information literacy in relation to youth culture and the extended school environment.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to observe how, and if, the concept of Media and Information Literacy (Medie-och informationskunnighet in Swedish) was used in the extended school environment. In Swedish primary schools, 21stcentury skills, such as critical thinking, are beginning to be implemented, butis that also the case with the fritidshem? In this study, I have used fiveobservations to examine the situation at a specific school that has a vision ofsustainability and focus of extensively working with information andcommunication technologies. Would this school break down the boundaries, andstatus divide, that often exist between school and fritidshem?

  • 204.
    Colarieti-Tosti, Massimiliano
    Södertörn University College, Lärarutbildningen.
    The "best language" stereotype threat: A pilot study2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

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

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

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

  • 205.
    Coralic, Sanela
    et al.
    Södertörn University College, Lärarutbildningen.
    Siira, Sofia
    Södertörn University College, Lärarutbildningen.
    En analys av lärarhandledningar inom biologiämnet och Lpo 94: en fråga om begränsad undervisningsvariation?2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     

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

     

  • 206.
    Corneliusson, Mimmi
    Södertörn University College, Lärarutbildningen.
    Tolerans eller normkritik?: och en analys av användning av lärarhandledningen Någonstans går gränsen2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

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

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

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

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

  • 207.
    Cvilak, Martina
    Södertörn University College, Lärarutbildningen.
    "Harry Potter är inte lämplig i skolan": En jämförande studie mellan serbiska och svenska lärares syn på litteraturundervisning.2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

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

  • 208.
    Dahlberg, Gunilla
    et al.
    Stockholm University.
    Olsson, Liselott Mariett
    Stockholm University.
    Micropolitically Global2008In: Hong Kong Journal of Early Childhood, ISSN 1682-878X, Vol. 7, no 1Article in journal (Refereed)
  • 209.
    Dahlby, Jack
    Södertörn University, Teacher Education.
    Läroplanens dramatiska kurva: En dramapedagogisk läsning av Lgr 112016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study investigates what value educational drama is given in the current national curricula for the compulsory school in Sweden, Lgr 11 and how that relates to a similar study of the four previous curricula. The background to the study presents Mia Marie F. Sternudds disseratiton Dramapedagogik som demokratisk fostran? and uses the four perspectives on educational drama and the analysis of four earlier national curricula, Lgr 62, Lgr 69, Lgr 80 and Lpo 94. The four perspectives are presented along with other definitions of educational drama in Sweden to form the base of analysis in this study; the drama-imperative. The background also presents different epistemological views as a way to show how educational drama relates to a more progressive view on knowledge than traditional education in school. Ivan Illich’s Deschooling Society serves as a counter-weight to traditional education in the background. The results show that all four perspectives of educational drama can be found in Lgr 11, but in varying strength, the discussion suggests that it means that Lgr 11 is open for educational drama but does not explicitly suggest so. This also relates to Sternudds findings which show a movement towards a more progressive epistemological view in the curricula but without necessarily relating this to educational drama.

  • 210.
    Dalgren, Sara
    Södertörn University College, School of Culture and Communication.
    Att vara, eller icke vara en reflekterande praktiker.: En undersökning om några förskolepedagogers didaktiska överväganden i den mångkulturella lärandemiljöns kontext.2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to investigate and to analyse didactic considerations and decisions made by pre-school teachers in the context of a multi-cultural pedagogical environment.

    The basic theoretical perspective is social constructivism, but notions from Donald A. Schön and John Dewey's theories of thinking and reflection have also informed the study; even Hans Lorentz' definition of a multi-cultural pedagogical environment has been employed as an analytic tool.

    The empirical study consists of a qualitative field study at a pre-school, where participatory observation and a group interview have been used in order to collect data. Those who participated were teachers at the pre-school.

    The results of the study, when analysed in accordance with the method, shows mainly three things. First of all that the teachers at the pre-school, in their didactic considerations, make use of the following methods of knowledge formation: knowledge-in-practice, reflection-in-practice, reflection on practice, reflection on knowledge-in-practice, and reflection on reflection-in-practice. Secondly, that no reflection particularly on the learning conditions in a multi-cultural pedagogical environment takes place. Finally, that there is little time available for the teachers for reflection at all, either individually or collectively.

    A conclusion I draw from the study is that, if the teachers at pre-schools should be able to reflect consciously about their work, and to transform not consciously reflected thinking about it into consciously reflected thinking, it is necessary for them to resort to explicit and focused conversations with one another. A further conclusion is that lack of time for reflection among teachers at pre-schools renders difficult a conscious discussion among them about the multi-cultural pedagogical aspect of their work context. This means that, unless they are given the time they need they are bound to end up in a kind of dilemma: In order to fulfil their special mission they need to reflect on it, but there is no time for them to do so.

  • 211.
    Dalgren, Sara
    Södertörn University College, School of Culture and Communication.
    Konstruktionen av en diversifierad normalitet: En studie av hur det interkulturella perspektivet kan yttra sig i några förskolepedagogers didaktiska överväganden och praktik.2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the present study is to describe and analyse how an inter-cultural perspective presents itself in the didactic considerations and in the practice of preschool teachers on a multiethnic preschool.

    The theoretical perspective upon which the study is founded is social constructivism, but in addition to this Ingegerd Municio’s idea of two existing discourses present within the institutions in the Swedish educational system, as well as René León’s concept of a diversified normality, has been used as theoretical tools and points of departure.

    The empirical investigation consists of a qualitative field study at a multi-ethnic preschool, where participating observation and group interviews have been used to collect data. In these teachers from the preschool have participated.

    The results and the analysis of the data show that an inter-cultural perspective surfaces in the didactic considerations and in the practice of the preschool teachers in their construction of a diversified normality. The diversified normality thus constructed is constituted through different social processes. I have here identified the following ones: the preschool teachers emphasize differences among the children in general, they allow that the children behave differently and they allow them to be different; they recognize “cultural” differences, differences in origin, and frames of reference, and they recognize that the children at the preschool are bilingual.

  • 212.
    Danielsson, Anna
    Södertörn University College, Lärarutbildningen.
    Genusstruktur på högstadiet: en studie om hur könsidentiteter ständigt bryts och repareras och bryts2008Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

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

  • 213. Demetri, Mikael
    et al.
    Dimiter-Taikon, Angelina
    Rodell Olgaç, Christina
    Södertörn University, School of Culture and Communication, Education.
    Romsk kultur på schemat2007In: I & M : invandrare & minoriteter, ISSN 1404-6857, no 3, p. 21-24Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Alla romska barn känner sig ännu inte helt hemma i majoritetssamhällets skola med sitt starka fokus på individen. För dem är Roma kulturklass en fristad där de känner sig accepterade och inte ifrågasatta som minoritet.

  • 214.
    Deniz, Rina
    Södertörn University College, Lärarutbildningen.
    Alltså man kan typ rätta sig själv med båda språken”: Tvåspråkiga elever resonerar kring sina språk och språkens nytta i skolan.2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

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

     

     

     

     

  • 215.
    Diaz, Hilda
    et al.
    Södertörn University, Teacher Education.
    Taube-Sandelin, Maria
    Södertörn University, Teacher Education.
    “Vi är olika med lika värde”: Etniskt mångfald i förskolan: En kvalitativ studie om hur förskollärare hanterar och talar om barns etniska olikheter under samlingen i förskolan2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the thesis is to gain knowledge about how preschool teachers talk about the handling of children's ethnic differences circle time. In order to collect data, qualitative interviews with preschool teachers at five different pre-schools in the Stockholm area have been selected. In the result analyzed with discourse analysis as applied and through Laclau and Mouffe's discourse theory, eight different concepts (characters) emerged which preschool teachers use when talking about children's ethnic differences. The result shows which discourses are actualized when preschool teachers talk about children's ethnic differences. Within the various discourses it emerges that preschool teachers talk about differences by using the concepts of differences, language, culture, ethnicity, interculturalism, justice, identity and equal value. Some of the preschool teachers talk about the concept of ethnic differences as a possible exclusion of children's equal value, which means that they instead want to talk about similarities. What has emerged from the study is that the concept of ethnic differences can be replaced by ethnic diversity in order to enable another meaning which also covers everyone's equal value.

  • 216.
    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.

  • 217.
    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
  • 218.
    Dvorak, Martin
    Södertörn University, School of Culture and Education, English language.
    I Have Read the Chapters, But I Do Not Remember: Factors Affecting Intake, Retention and Recall of New Information Among Swedish University Students2016In: INTED2016 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia, Spain: IATED Academy , 2016, p. 504-509Conference paper (Refereed)
    Abstract [en]

    The affluence of information sources we currently experience due to economic prosperity of western cultures and modern information technologies seems to have, apart from its positive effects associated with the ready availability of information, some negative ones as well. These seem to be related to the counterproductive way students utilize these sources, which, in some cases, may hinder their progress, reduce the efficiency of the overall educational process, and render teachers frustrated due to their students not coming prepared to their seminars.

    Besides looking into factors affecting intake, retention and recall of new information among Swedish university students, which appear to be directly associated with the scarcity principle and perceived value of the information sources the students use, the paper also discusses their inability to deploy relevant cognitive and metacognitive strategies in the process of learning, the impact of exposure to a certain assessment, learning and grading culture, as well as possible solutions to the issue.

  • 219.
    Dvorák, Martin
    Masaryk University, Brno.
    Attention Boosters in ESP Lectures2006In: LSP in Higher Education, Searching for Common Solutions, Brno, 2006, p. 68-70Conference paper (Other academic)
    Abstract [en]

    To prove successful, language teaching requires a great deal of students’ participation in the process. However, students’ attention, a pre-requisite for such participation, tends to gradually wane as the lesson proceeds – a phenomenon that becomes yet more marked at lectures due to these not requiring listeners’ active involvement.The paper focuses on the means and techniques of keeping students attentive at ESP lectures (whose primary purpose is to acquaint them with IT-related vocabulary and advanced grammar structures) such as message encryption and decryption, use of metaphors, deviation from the expected, incorporation of grammar in the relevant socio-cultural context, etc.

  • 220.
    Dvorák, Martin
    Masaryk University, Brno.
    Language Acquisition in a Toddler and Factors Affecting its Speed2008In: Sociokulturni kompetence ve vyuce cizich jazyku, Praha, 2008, p. 5 s.-Conference paper (Other academic)
    Abstract [en]

    The paper focuses on the factors affecting the speed at which a toddler acquires language, chiefly new expressions and collocations. A special attention is paid to the individual functions of the child’s early language as described by M.A. K. Halliday (instrumental, regulatory, interactional, etc.) and the situations determining these. It also aims to point out idiosyncrasies of the acquisition process in terms of the infant’s exposure to two different languages – a major one (spoken by most of the members of the infant’s community) and the minor one (spoken by one of his/her parents only). Besides the theoretical background, the paper presents author’s practical examples and authentic recordings.

  • 221.
    Dvorák, Martin
    Masaryk University, Brno.
    Language Acquisition in an Infant: Role of Context2009In: Janua linguarum reserata: linvisticke, lingvodidakticke a literarni reflexe pro nove milenium, Pilsen, 2009, p. 14-20Conference paper (Other academic)
    Abstract [en]

    The paper focuses on the role different kinds of context (situational, physical, social, and linguistic) play in the development of infant's language during its individual stages (cooing, babbling, word and sentence formation) and attempts to delineate those contextual factors that the author considers most fruitful in the language acquisition process. Some attention is also paid to the peculiarities of bilingual upbringing such as language games the child himself/herself invents in the context of two languages (Czech vs. English) and calque creation. The paper lists numerous examples and its presentation is accompanied by audio and video material collected during research.

  • 222.
    Dvorák, Martin
    et al.
    Masaryk University, Brno.
    Smrzova, Jana
    www.nefrologie.eu: Building an Electronic Source of Information on the Principles of Andragogy2010In: Alternativni metody vyuky 2010, Prague, 2010Conference paper (Refereed)
    Abstract [en]

    The cooperation between a patient and their physician represents a pre-requisite for successful treatment. Provided the patient is well-informed and willing to cooperate, their illness turns out to progress more slowly and, as a result, they usually live longer than the one who is not as they are more likely to take precautions against medical complications associated with it. Moreover, the quality of such a person’s life is higher and treatment less expensive.The nefrologie.eu portal aims to educate patients, their relatives and other people interested in the area of kidney diseases. Apart from the provision of information on how to prevent and alleviate kidney-related disorders, the portal conducts a perpetual needs analysis thereby ensuring it is the areas that interest patients most that are widely covered by it. In this respect, it also serves as a needs analysis tool for doctors to monitor the fields patients most frequently lack information about allowing them to pinpoint and focus on these during their sessions with their own patients.As the counseling section comprises answers to the questions (800 up to now) the visitors (more than 200 a day) have posted via the site and thus contains concrete information relevant to the individual visitors’ past, present and future lives, its educational impact is facilitated through the personalization factor. What also contributes to the efficiency of the educational process is the fact the information is presented through multiple presentation channels and thus ensures sufficient repetitions and variations on themes.The paper also discusses other principles of andragogy that appear crucial in building a publicly available electronic information source targeting medical education of adults.

  • 223.
    Ebersköld, Emelie
    Södertörn University, Teacher Education.
    Formativ bedömning i skolan: En studie om hur elever i årskurs 5 och i årskurs 6 uppfattar formativ bedömning i svenskundervisningen2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to explore students perception of parts of formative assessment which involve the subject of Swedish writing. The study include students from grade 5 to grade 6, and the study has the following questions:

    • How do students perceive the third key strategy in formative assessment which includes using feedback in new learning situations in narrative text?
    • How do students perceive the forth key strategy in formative assessment which includes activating the students as learning resources for each other in narrative text in the Swedish subject?
    • How do students perceive the fifth key strategy which includes taking responsibility for their own learning in narrative text in the Swedish subject?

    The study has a student perspective of the formative assessment by letting the students answer a survey. The theoretical framework consist of the framework for formative assessment and the sociocultural perspective of learning, proximal development zone. The result shows that students perception of feedback from the teacher is positive, and the students view of the peer assessment has both positive and negative elements. The positive is that a classmate has done the task and more often than not has the same perspective of things. The majority of students in grade 6 thought that they learned to write their texts better after a peer assessment which students in grade 5 didn’t think. If students perception of key strategies became visible in teaching it could lead to more students taking benefits in their learning process. The study shows that some students are afraid of receiving peer assessment because they have contained bad comments, and it’s difficult to give peer assessment. Many of the students think that it´s much better to receive feedback from the teacher, rather than a peer. As a Swedish teacher or as a future Swedish teacher to be, it´s important to make these key strategies visible and turn the negative into positive so the students can take benefit from them.

  • 224.
    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

  • 225.
    Eddestål, Mathilda
    Södertörn University, School of Culture and Education.
    Vad säger hembrevet?: En kritisk diskursanalys av tre förskolors hembrev2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    According to the curriculum, the preschool should have a cooperation with the legal guardians in the same way the preschool has an equality assignment. With the starting point that written communication has the potential to reach all legal guardians, this study is focusing on school letters. The purpose of this study is to investigate the ideological consequences that is produced through the letters and how these relates to the overall national assignment.

    The collected letters are analyzed through Fairclough’s three-dimensional model, which investigates the discourses of the text and later their relation to the social practice. The social practice also includes the intercultural theory in the analysis of the school letters importance for cooperation.

    The result shows multiple examples of how the preschool produces multiple discourses; the traditional compensational position is dominating, which imply a cooperation for a monocultural group of legal guardians. The result also shows a complementary view which imply cooperation for a multicultural group of legal guardians.

    The study also show that it is solely the languages the educators represents that determine which legal guardian has the possibility to receive school letters. A conclusion is that the educators in preschools should take the equality assignment into consideration with the cooperation.

  • 226.
    Edling, Marta
    Uppsala universitet, Konstvetenskapliga institutionen.
    Hur lär man sig forskningens praktik?: Konstvetenskapliga studenters erfarenheter av vetenskapligt uppsatsskrivande2003In: På rätt kurs?: Erfarenheter från "Pedagogik i högre utbildning, 20p" / [ed] Gunilla Härnsten, Britta Wingård, Stockholm: Lärarhögskolan i Stockholm , 2003Chapter in book (Other academic)
  • 227.
    Edling, Marta
    et al.
    Uppsala universitet, Historiska institutionen.
    Börjesson, Mikael
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Om frihet, begåvning och karismatiskt lärande inom den högre bildkonstnärliga utbildningen2008In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, no 1, p. 66-93Article in journal (Refereed)
  • 228.
    Edling, Marta
    et al.
    Uppsala universitet, Konstvetenskapliga institutionen.
    Görts, Maria
    Att vara student på en konsthögskola2003In: Den vildväxande högskolan: studier av reformer, miljöer och kunskapsvägar / [ed] Lillemor Kim & Pehr Mårtens, Stockholm: Institutet för studier av utbildning och forskning , 2003, p. 99-107Chapter in book (Other (popular science, discussion, etc.))
  • 229.
    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.

  • 230.
    Edqvist, Linnea
    et al.
    Södertörn University, Teacher Education.
    Johnsén, Greta
    Södertörn University, Teacher Education.
    Var är hon?: En kvantitativ innehållsanalys och semiotisk bildanalys ur genusperspektiv av läroböcker i historia för årskurs 4-62017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study contains an analysis of images through a gender perspective of three history text books for middle schools.

    The aim of this study is to clarify if the images reflect a gender power structure where men are superior women. The answered questions were: do women and men appear as often in the pictures of the books? How are women and men portrayed from a gender perspective in the pictures? What possible consequences could the portrayal of men and women cause the education and pupils?

    Our theoretical perspective is Yvonne Hirdman’s gender theory, Vivien Burr’s social constructionism and Ferdinand de Saussure’s and Roland Barthes’s theory about semiotics.

    Our methods were a quantitative content analysis combined with a qualitative semiotic analysis of images.

    The quantitative content analysis showed that there is an overrepresentation of men in the pictures of the books. The qualitative semiotic analysis showed that men are portrayed as main characters in the pictures. This by given more space by positions, accessories and activities. Women on the other hand is portrayed as passive and to some extent as accessories to the men. The women seem to rule in the sphere of children and home, while men seem to be absent in these same areas. Women and men are also physically separated on the images which makes the gender power structure even more clear. 

  • 231.
    Ehn, Terése
    et al.
    Södertörn University, Teacher Education.
    Karlsson Quintana, Carolina
    Södertörn University, Teacher Education.
    Samverkan för en bättre förskola, hur gör vi?: En vetenskaplig essä om vikten av en god relation mellan föräldrar och förskola2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to explore how to achieve a good interaction between parents and preschool, based on our own experiences. This to be able to support the children in the best possible way. We have written about two events that shows different forms of proceeding in the cooperation between parents and the preschool teachers. The essay is based on two stories from our daily activities including our reflections to visualize what we experience as a difficulty in the cooperation between parents and preschool. Sometimes we feel, based on our stories, that both parties have difficulties to understand each other and that the communication has not been clear enough. Through the reflection we notice and visualize further alternative proceedings that we can bring in our future professional lives. We have used a hermeneutical perspective as we use our own experiences and observe them from ourselves, but we have also tried to take the parents perspective to broaden our views.

    We have used the following questions in our essay:

     How can we, as pedagogues, work to improve the cooperation between preschool

    and parents, so that it benefits both the children's development and the educational work?

     What skills do we need as pedagogues in preschool activities, in order to create a good cooperation about the child with the parents? 

  • 232.
    Ehrlén, Karin
    Stockholms universitet, Pedagogiska institutionen.
    Conceptions and artefacts: Children's understanding of the earth in the presence of visual representations2007Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The studies in this thesis explore children’s understanding of the earth when presented with visual representations. The conceptual understanding is related to cognitive contexts as well as the physical and cultural state. Pictures and models, as communicative tools, are associated with both cognition and culture. The investigation was divided into three different studies, where the main differentiation was the category of visual representation of the earth that was used. In the first study eleven children, aged six to eight, were interviewed with a globe as a model of the earth. In the second study fourteen children, aged six to eight, were interviewed, this time with a poster of a satellite photo of the earth. In the third study, eighteen children, aged six to nine, were interviewed while they were drawing pictures the earth. The results showed that the influence of these representations could be detected in what the children talked about and in their choices of explanations. In the children’s conceptions of the earth, however, no clear influence from the representations was apparent. A possible explanation for this is that pictures and models can be produced according to different conventions for depicting. The alternative modes of depiction in the children’s culture appeared to make it possible for the children to choose a certain mode of depiction, in their interpretation of the representation that made this interpretation in accord with their own conception of the earth. Not only did the children express various conceptions of the earth, e.g. that people and countries were situated inside a globe, in the presence of the representations, but also some children drew pictures of the earth in line with conventional methods for depicting the earth, even though they may have expressed alternative conceptions. The results support the view that children hold conceptions, but they oppose to claims that naïve thinking is without conceptual structure, and that we have no foundation to locate conceptions in people’s minds, as distinguished from concepts that are located in cultural tools.

  • 233.
    Ehsani, Iman
    Södertörn University, School of Culture and Education.
    "Man kanske inte ser ut som sitt namn": En studie om fem kvinnors konvertering till islam2013Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate a group of female converters and their subsequent experiences when transitioning to islam by bearing hijab. The study analyzes how this religious conversion has shaped and influenced the identity of mentioned women, as well as their attitude and relationship to the social environment prior to and after converting. This means that in accordance with the purpose of this study, an attempt to reveal the everyday life of these women will be performed. In order to make this study possible, three different methods will be put to use. A narrative method that touches upon the time leading up to and after the final converting and the impact of the conversion. A qualitative method that manages the interpretation of these women’s stories and lastly a hermeneutic method that allows further understanding of these peoples life world, identity, attitudes and relationships. The study has generated a number of different results; one result being that the religious converting to islam has given implications such as categorization and stigmatization in relation to the social environment. These negative structures are heavily reinforced by the act of wearing a hijab that carries a high visibility value. In relation to the social environment and the majority population and their notion of islam, wearing the hijab makes the bearer an anomaly, a “second grade citizen” with dark and negative attributes. The negative theme surrounding the hijab stems from the social community’s lack of information and misunderstanding of islam. The hijabs stigmatized symbol has a greater value in identification processes that occur in social situations than it does these women’s background and ethnicity. In essence, this has resulted in the fact that these women have now discontinued their majority status and belongs today in the muslim minority group. Consequently, the women have lost their right to majority status and as such been deprived of their identity in spite of several of them still experiencing a strong tie to the swedish identity. These negative structures have also affected the social environment closest to these women, who they today altogether not remain in. For this group of women, the converting to islam has still yielded a positive total change in the self-preservation of their identity that has enabled them deeper understanding in the pursuit of what is good in life and the revulsion of what is bad. This path of finding the silver lining, has made the loss of family and countless of friends much more bearable. This due to the fact that they contribute such losses to the old social environment that allows the outdated thinking that still builds negative structures; a structure that they hopefully have now distanced themselves from. In regards to their parents, the relationships have been open-ended and uncompromising even though the parents have in some cases been the very source to the categorization and stigmatization that these women experienced.

  • 234.
    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?

  • 235. Ekerwald, Hedvig
    et al.
    Säfström, Carl Anders
    Levd demokrati?: Skola och mobbning i ungdomars liv2012Book (Other academic)
  • 236.
    Eklund, Caroline
    Södertörn University, Teacher Education.
    "En modern pedagog lägger inte svaren i munnen på barnen": En studie om den medforskande pedagogen i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate two Reggio Emilia-inspired preschools. The study intends to investigate how a pronounced co-researching pedagogue role affects preschool teachers’ didactic approach, planning and implementation. Three preschool teachers were interviewed in order to make visible their way of perceiving and defining the co-researching pedagogue role. Activities within the field of science were also  observed in order to examine the practical application of this teacher role. Science as a subject has been chosen based on previous research and to create a mutual and solid base for the study. The research questions are formulated as:

    • What defines a co-researching pedagogue according to the preschool teachers?
    • How do preschool teachers describe their co-researching attitude in relation to children’s learning in science activities?
    • How do preschool teachers interact with children, materials and the environment during the implementation of these activities?

    The essay uses a triangulation of two qualitative methods – interviews and observations. The results, which derives from a phenomenographical analysis as well as an analysis on concepts of developing pedagogy, shows that children’s interests plays an important part in teachers planning and implementation. The results also show that this specific teacher role is based on a pluralistic view on knowledge. One of the conclusions is that the teachers' attitudes create favourable conditions for children's learning in general, even though the opportunities to teach children subject-specific knowledge are not always administered.

  • 237.
    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.

  • 238.
    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.

  • 239.
    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.

  • 240.
    Eliasson, Patrik
    Södertörn University, School of Culture and Education, Education.
    Olika perspektiv inom Polisens omorganisation: En kvalitativ studie om meningsskapande under ett förändringsarbete2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose:The aim of this study is to examine how an organizational change within a Police department can be understood. By interviewing different employees within the organization, the study focus on understandings about the work of the change management. In the context of educational research, and with help of theories of change,this study explores how the individual can manage change by creating meaning of it. Questions:How do the employees explain the purpose of the new organizational structure and the allocation of resources? How do the employees describe what is changing?Method:The essay wasa qualitative study of hermeneutical approach and an abductive analytically practise. The empirical data-collection was done by four semi-structured interviews. The respondents had different roles within the organization. Results and Conclusion:The analysis of the empirical material showed that different perspectives occur. It is also shown how attitudes regarding the change can be different. The analysis finally shows how employees during a change process can be influenced in their meaning of sensemaking. In conclusion, the resultshows that different perspectives within the organization have different perceptions about the organizational change and the ongoing change management. Signficant similarities that emerged was how the change management takes time and that more resources within the particular organization is wanted.

  • 241.
    Eneroth, Ann-Christin
    Södertörn University College.
    "Det tycks som om mobbningsproblematiken är mer synliggjord än tidigare": en jämförelse mellan Västmanlands kommuners kvalitetsredovisningar 20072008Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Schools are supposed to comply with laws and guidelines such as the Education Act and Swedish curricula. Supposedly, municipalities comply with each adjustments or alteration made. Schools are handed a bigger responsibility for the well being of their students as a consequence of the 2006 Act against discrimination and other degrading treatment of children and pupils (2006:67). Demands on the schools’ and municipalities’ work against bullying and degrading treatment increased. Each section within each municipality was to present an Equal Treatment Plan containing measures against bullying and degrading treatment. The following year, all equality plans were to be put under scrutiny and the results published publicly. The aim of this paper is to (1) see if the municipalities in Västmanland County has reviewed and evaluated their schools’ Equal Treatment Plan, (2) report on differences between them and (3) see if you can interpret how the work was organized. Some municipalities show great results in their work against bullying and discrimination while others acknowledge shortcomings.. Measures taken against bullying and discriminating behavior differ. Explanations to the different results may be economic disparities, lack of skills, and the staff's indifference towards ongoing problems in the schools. The Higher Education Act proposes a close partnership between teachers and parents but this study shows that only a few municipalities ever achieve this It would be interesting to further explore the work against bullying at schools where all the economic conditions are met and where staff members are involved and are taking a strong interest in developing proficient methods against bullying.

  • 242.
    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.

  • 243.
    Engström, Karin
    et al.
    Stockholm University.
    Bergh, Andreas
    Örebro universitet.
    Englund, Anna-Lena
    Promotions- och preventionsprogram i skolan2017In: Skolans arbete med elevers psykiska hälsa / [ed] Ingemar Engström, Malmö: Gleerups Utbildning AB, 2017, p. 49-72Chapter in book (Other academic)
  • 244.
    Engström, Karin
    et al.
    Stockholms universitet.
    Engström, I
    Örebro universitet.
    Skolans ansvar för barns psykiska hälsa2017In: Skolans arbete med elevers psykiska hälsa / [ed] Ingemar Engström, Malmö: Gleerups Utbildning AB, 2017, p. 33-48Chapter in book (Other academic)
  • 245.
    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.

  • 246.
    Engström, Sofia
    et al.
    Södertörn University, School of Culture and Education.
    Berggren, Ulrika
    Södertörn University, School of Culture and Education.
    Utomhusmiljöns betydelse för barns sociala relationer och möjligheter till lärande2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of our study is to understand the importance of the preschool outdoor environment for children’s social relations and possibility of learning.   

    We have the following issues in our study;

    • In what way can the preschool outdoor environment and children’s social relations contribute to children’s possibility of learning?

    • In what way do the preschool teachers reason about how their preschool outdoor environment have significance on children’s social relations?

    • In what way do the preschool teachers reason about their own importance as preschool teachers in the preschool outdoor environment and how their preschool outdoor environment can contribute to children’s possibility of learning?

    The central theoretical assumption in the present study is the social culture theory. We also inspires on how Karin Hultman uses the post humanistic theory. We have a qualitative approach on our study and the methods we use are observations and interviews.  

    The most important contribution of our study is that it gives an increased understanding of how the design of the preschool outdoor environment is significant for children’s social relations and possibility of learning. Our results from the study show that differences in the design of the preschool outdoor environment gives different prerequisites for children’s social relations and possibility of learning. For example; a preschool outdoor environment that contains a material which is not predetermined give the children more room for action and more possibilities of develop social relations. The increased possibilities of developing social relations also contribute to several possibilities of learning for the children.

  • 247.
    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

     

  • 248.
    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.

     

  • 249.
    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. 

  • 250.
    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.

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