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  • 201.
    Tercjak, Bozena
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Bedömning av barn i förskolan: Förskollärares syn på bedömning av förskolebarn - en vetenskaplig essä2017Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

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

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

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  • 202.
    Theiss, Wiesław
    et al.
    Warszawa Universitet.
    Bron Jr, Michal
    Södertörn University, School of Social Sciences. Södertörn University, Södertörn University Library.
    Freedom fighter – instructor – professional: On becoming an adult educator in Poland2014In: Pedagogika Społeczna, ISSN 1642-672X, Vol. XIII, no 2(52), p. 49-64Article in journal (Refereed)
    Abstract [en]

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

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    Theiss_&_Bron_2014
  • 203.
    Thid, Emelie
    Södertörn University, Lärarutbildningen.
    Att vara lärare med interkulturell kompetens: En kvalitativ studie med förskolelärare/lärare som gått interkulturell lärarutbildning2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Swedish school is today a meeting place for many people with different cultures. The teacher education at Södertörn University have since 2002 been influenced by an intercultural profile. The purpose of this study is to investigate how the intercultural profile of Södertörn University is expressed in preschool- teachers/ teachers work. Is an intercultural approach requested in schools and is intercultural approach useful and applicable in the teaching profession? The report is based on a qualitative study of what intercultural competence means for five preschool- teachers/ teachers who have graduated from Södertörn University. The report describes what intercultural competence means to them and how they use their intercultural competence in their work. It also investigates the employers view on intercultural competence.

    There seems to be some uncertainty about intercultural competence, during the interviews with the preschool teachers/ teachers they became more aware of how they actually use their intercultural competence. These preschool- teacher/ teacher have perhaps not had the opportunity to reflect on the concept. My conclusion is that intercultural competence is essential in school because teachers meet people with different cultures every day, that’s why teachers need to work with ethnocentric behavior. Teachers have a responsibility not to pass on prejudices about people to their students. All children have a right to feel included in the school community regardless of who they are and where they come from.

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  • 204.
    Törnsten, Niklas
    Södertörn University, Teacher Education.
    Att inte leka krig: En vetenskaplig essä om den värdegrundsmotiverade regleringen av barns lek i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this scientific essay I problematize the norm of ”the good play”, how practitioners in the preschool tend to evaluate and regulate children's play based on ethically challenging elements, such as war, violence and gender-stereotyped roles. With the scientific design of the essay my own experiences and thoughts will meet with research and theory from other practitioners, researchers and writers in this reflecting text. My starting point is in a self-perceived dilemma, as presented in the introduction, where a preschool’s regulation of the play and the teachers' interpretation of the curriculum resulted in a strict prohibition on war play, a ban I did not manage to sustain. Initially, the problem turns out to be in the learning perspective on the play and the established perception of boys' play in general. In the reflection that follows I seek both to create an understanding of the teaching staff’s actions, how it came about that the regulatory ban was proposed and what inspired the consensus, and also a deeper knowledge of what prevented me from upholding the decision and thus the norm.

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    Att inte leka krig
  • 205.
    Ugolini, Lorenza
    Södertörn University College, Lärarutbildningen.
    Varför ska vi gå till skolan?: En kvalitativ studie om skolk på gymnasiet utifrån ett sociologiskt perspektiv2009Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this paper is exploring questions regarding the problem of absenteeism among high-school students in Sweden. Fifteen students attending an urban high-school have been interviewed about their views and experiences of absenteeism. The author analyzes the students’ answers by taking into account two different sociological approaches which give two different explanations about the way young people experience and estimate education. The French sociologist Bourdieu theorized that differences in cultural capital influence the permanent internalization of patterns of thought and behavior. Bourdieu defined as habitus the result of the process of internalization of cultural and social structures which affects the way individuals think and act.

    The German pedagogue Thomas Ziehe explored the changes in norms and tradition connected with the modernization of society. Ziehe argued that we are witnessing a period of cultural release and erosion crisis that have deeply affected and changed the lives of young people today.  What does influence students’ attitude towards absenteeism? Does absenteeism reflect different possession of cultural resources or may be explained by the changes in norms that have occurred over recent decades? The findings of this study show that the students’ socio-economical background still matters in affecting their opinions and attitude towards absenteeism, but that is not an exhaustive argument in explaining all the reasons why students do not go till school. The students’ answer suggested that the relation to the teacher may be a determining factor in explaining absenteeism.

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    FULLTEXT01
  • 206.
    Unefäldt, Britta
    Södertörn University, Teacher Education.
    Att mötas i varandras annanhet: En vetenskaplig essä om förskolan som komplex mötesarena av relationer, erfarenheter och föreställningar2018Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In my scientific essay, I describe self-experienced situations that deal with four children in preschool and the educators' actions. The stories are at first sight about educators' relationship building and relationship skills and whether they succeed or fail to respond to the child's needs and feelings. In a relational perspective, the first research question is addressed, how the educator can meet the child to build a good and professional relationship. The relational perspective focuses on the encounter between educator and child, with concepts such as relationship building, relationship skills, the child's perspective, safe relationships; from the docent Emilson, Professor Frelin, family therapists Juul & Jensen, child researcher Johansson and Professor Aspelin and American Professors McNally & Slutsky.

    I broaden my sight with the second research question, how the educator can understand and meet the other's otherness. Through a hermeneutic perspective, I seek to understand and meet the otherness each person possesses and how this affects the encounter between the educators as well as between educators and children. I reflect on my own and others' actions. I visualize how assumptions of the child and my construction of educators, can affect my understanding of and the encounter with the other. Policeman Heder deal with the profession as responsible for an empathetic encounter. The philosopher Gadamer and his concept horizon of understanding, is used consistently, with the concept otherness. PhD Bjervås, and the docent Emilson contribute to a further understanding of the otherness, through different assumptions of the child. Furthermore, I reflect on my construction of the other as well as my responsibility in the know-how, with the help of docents Hjertström Lappalainen & Schwarz.

    The purpose of the essay, is to problematize preschool as a complex arena of encounters, with relationships, experiences, otherness and assumptions, which I aim to make visible with my perspectives and research questions. The concept horizon of understanding and the encounter with the otherness, has given me a broader view of my future know-how. The method has been my essay writing, my story, reflection on the experience, the theoretical framework, mentor conversation and a writing group’s reflections. The research method has been enriching as my practical knowledge has been problematized and can thus be developed.

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    Vetenskaplig essä - Att mötas i varandras annanhet
  • 207.
    Vastad, Theres
    Södertörn University College, Lärarutbildningen.
    Vad kännetecknar ett bra ledarskap i skolan?: En intervjustudie2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the thesis is to find out what characterizes a good leadership in the school. Five persons from two different schools were interviewed. From one school the female vice principal was interviewed. From the other school four persons were interviewed – the female principal, the male vice principal, a male teacher and a female teacher.  This was executed  to get a picture of their view on a successful leadership in the school. These five persons answers were then analysed with the literature in leadership. 

    To compare the material from the interview with the leadership theories the thesis starts with a theoretical frame. The theory part begins with an explanation of the term leadership and is followed by relatively new term: Clear leadership. Then the theory part continues with a deeper explanation of Good leadership and what that means.

    The study shows that the principals, the vice principal and the teachers have many similar opinions on a successful leadership in schools. But in the same time their answers differ. The same applies to the interviewed persons and the leadership theories where some parts correspond and some parts do not.

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    FULLTEXT01
  • 208.
    Vega Martinez, Santiago
    Södertörn University College, Lärarutbildningen.
    Mobbning - En fallstudie av en antimobbningsplan och dess effektivitet ur elevens perspektiv2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The purpose of my essay is on one hand to research and evaluate the measures that one intermediate school in Sweden, uses in order to prevent bullying and stop it in the event that one pupil happens to get bullied or harassed. In other words, I would like to show how that school is capable of creating a safe environment. Qualitative research is used to obtain these findings.

    On the other hand, I also wish to examine what pupils at the school think about these measures and how they perceive the attitudes of the school’s teachers and management regarding the prevention of bullying. In order to acquire this information quantitative research is used.

    The conclusions that I draw after conducting my research are as follows:

    1- Regarding the “Anti – bullying Performance Plan”, my essay shows that school teachers and management actively work in order to maintain a safe environment and as a result bullying is successfully prevented the school. However, I also highlight some aspects of the school’s plan that should be altered in other to make it more understandable to pupils.

    2- The majority of the pupils surveyed feel secure at the school and also think that teachers and school management do a good job in preventing bullying. This despite the fact that few pupils know about the existence of the aforementioned plan. I therefore point out how important it is that the school’s teachers work to make pupils aware of the plan’s existence and the rights that the plan gives them.

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    FULLTEXT01
  • 209.
    Vega Piñones, Andrea
    Södertörn University, Teacher Education.
    Vad innebär det att förskolans verksamhet ska vila på vetenskaplig grund?: En kvalitativ studie om förskollärares upplevelser och reflektioner2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Introduction: What is meant by the need for education to rest on a scientific basis? According to Skolverket is at the heart of successful school development in education on scientific basis and proven experience.

    Theoretical starting points: In this section I will highlight the theoretical concepts that include in the work on the scientific basis. The theoretical concepts are: research-based approach, scientific basis, evidence, knowledge, systematic quality work, collegial learning, lifelong learning.

    Previous research: In this section I will explain what the research says that education should rest on a scientific basis. Then describe what the research says about school development. Then summarize Fröbels pedagogical philosophy and finally summarize the curriculum theory of the preschool. Forskningen säger att

    Purpose and issues: The purpose of this essay is to seek answers to what it means to preschool shall rest on a scientific basis and how to apply this to the business.

    Methods: The study is based on a qualitative data collection. The choice is based on the qualitative method is more appropriate for my study because the research question is about examining how preschool teachers perceive meaning with a scientific basis and how they understand their activities in relation to school laws and curriculum.

    Results: The result showed that preschool teachers experienced a lack of time, support from preschool managers and too little training. Also, the difficulty of transturning research into practice.

    Discussion: In the discussion section I discuss what came up in the results linked to previous research. I am debating that the results showed that in preschool It becomes more focus on the organizational, that the business will go around and work, instead of focusing on pedagogical issues and how to work research-based. Keywords: research-based approach, scientific basis, evidence, knowledge, systematic quality work, collegial learning, lifelong learning

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  • 210.
    Viberg, William
    Södertörn University, Teacher Education.
    Konflikthantering och hierarki: En studie av konflikter, hierarki och makt utifrån förskolepersonalens perspektiv2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    During my years working in pre-school, I have been fearful of bumping into colleagues and ending up with a conflict in the workplace. I have worked in a handful of preschools around Stockholm and more or less have encounted the same phenomenon everywhere.

     

    In my study, I want to immerse myself in this phenomenon. I want to hear from those who work in preschools if they also have experienced what I have experienced.

     In order to complete this qualitative study, I have used semi-structured interviews with preschool teachers and pre-school assistants to collect empirical data for the purpose of transcribing and interpreting it. Interviews have taken place in the southern suburbs of Stockholm within the reach of the metro.

     

    The study shows that preschool assistants and preschool teachers have fairly similar views of conflicts and conflict management but differ in their solutions of how to respond to and work with them within the work team. The study also reveals that the assistants often feel inferior to the teachers despite the similarity in tasks and this is because of the power that comes with higher education.

    At the same time that assistants feel inferior, they also have a great respect for the pre-school teachers.

     

    The main reason for conflicts between educators is stress, misunderstanding and criticism, but they can also involve lesser issues.

     

    Furthermore, the study shows that it is necessary and desired to have more knowledge about conflict management, but that this is rarely available due of the lack of time. 

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  • 211.
    Virtala, Margareta
    Södertörn University, Lärarutbildningen.
    Herre på täppan: En essä om pedagogernas roll i genusformandet av förskolebarnen2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My purpose in this essay has been to gain an understanding of why we treat children differently and analyse the underlying causes. The method of choice was to reflect on some significant events that occurred at my preschool and to use relevant literature as a basis for analysing these events. Society is constantly changing and my focus has been on what happens to the children at preschool if we are not sensitive to this development. There is a need to highlight the underlying social and human values, in order to ensure that children are treated on equal terms. As educators we need to understand the impact of our lack of legal knowledge for children in the development of their understanding of their rights and obligations in a democratic society. In order to be effective and efficient educators, we must begin to reflect on the content of the national educational policy document Lfpö 98/10. I have examined my own and others behaviour in this respect and also stressed how important it is that all teachers in preschool must agree on the values that are expressed in this document. Another important issue that I have dealt whit in this essay is the importance of having the appropriate knowledge to become a good teacher. If you do not have such knowledge, you are unable to properly reflect on this various situations that arise in everyday life at the preschool.

     

     

     

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    fulltext
  • 212.
    Vollertzen, Emily
    Södertörn University, Teacher Education.
    Vi var här först, gå!: En vetenskaplig essä om hur barn på fritidshemmet kan ingå i destruktiva grupperingar, och hur vi pedagoger kan stötta dem i att ingå i större sammanhang med andra klasskamrater.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study takes its starting point in a person experience where I had a difficult time dealing with a group of students who had come together in a formation when they spent time away from their classmates during the first weeks of having after-school activities. The other children later felt excluded by the group that had then taken form. Using different methods, I attempted to get the group in question to participate in activities with the other children, but my efforts were in vain. With the help of Etienne Wenger’s theory of the alliance building and communities of practice, I want to investigate in finding answer to why the children grouped themselves in this way and the investigation in its turn led me to reflecting upon if the children felt secure at the after-school center. The aim of this investigation is to contribute to increasing the sense of fellowship among the children at the after-school center and to help me, as well as other working educators, to find tools for how one can take action in similar situations. The method I have chosen to use for the study is the academic essay, and the question I seek to answer is: How can I, as an after-school educator, work so that everyone in a class can be included in the same community? I conclude that I have not found a solution but rather an opening for how I can support the group as they develop confidence in us adults and become secure participants in the operations together with the other children. Such an opening can occur, for example when the children in the group are fighting with each other, or when there are other ways to reach these closed groups of children. When these openings occur, it is especially important for the pedagogue to not try to seize the opportunity and split the peer group. Instead, it is important that the adults are trying to build the children's confidence in them by treating them with respect and take the time to try to see each child.

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  • 213.
    Wallin, Erika
    Södertörn University, School of Culture and Education.
    En vetenskaplig essä om reflektion och reflektionskulturer på förskolan2019Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    The topic of this essay is reflection and reflection cultures in preschool. In preschool in Sweden, the notion of reflection is frequently used. However, the word is used without much consideration. What does reflection mean and what are we doing when we say that we reflect?  Based on experiences and thoughts about reflection and its content and meaning, I have investigated the notion of reflection and reflection in preschools. The aim of this study was to identify both the small and bigger aspects that can make a difference. Furthermore, discover various factors and approaches that distinguish a reflection which influences the content of the reflection, the process of reflection. Also, material aspects that may influence the reflection.

    My research questions are as follows:

    -What happens during the planned reflection time?

    -What aspects does the phenomenon of reflection consist of?

    -Do we need practical and theoretical knowledge to be able to reflect?

    -What material aspects affect reflection?                                                                            

    - From my results, which importance can refelction have in the preschool?

    The empirical data consists of stories from my own life, and experiences and thoughts that have appeared throughout the years. To get perspective on what I think I know, I make observations and I sit on various reflection forums. Through my observations and through the reading of scientific and literary texts, I put attention to various aspects of reflection. The literature helps me to put words on the concept of reflection, but at the same time leads to more questions and concerns in my thoughts.

    My study shows that we are using the word reflection without actually knowing the meaning of it. In forums where reflection is about to make place, the content is varied. Also, the content of the conversations is affected by multiple aspects. Both aspects about creating conditions for reflection and also aspects considering approach and knowledge. There is no "quick fix" for a well-functioning reflection in preschool since all aspects affect one another. It is not just about the moment of reflection, but factors from around that influence the reflection. By paying attention to these aspects, we can change and develop our reflection in preschool.

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  • 214.
    Wargclou, Caroline
    et al.
    Södertörn University, Teacher Education.
    Tbini, Hajer
    Södertörn University, Teacher Education.
    "Jag hoppas att jag behandlar dem lika!"2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate if pedagogues treat children differently, depending on the children's sex. In the study, interviews are made with pre-school pedagogues about their thoughts on gender education in pre-school. The research questions are as follows:  How do the pedagogues treat children depending on their sex in some pre-selected situations in pre-school? What do the pedagogues think about gender education in pre-school?  How do their reasoning about gender education differ from how they treat girls and boys in their every day practice?

    In total nine observations and six interviews have been made in order to analyse these questions. During the observations we wrote down keywords, and we used audio recording to record the interviews. The overall theoretical framework is based on Yvonne Hirdman's work on gender theory. The results of this study show, that the pedagogues on numerous occasions do not treat girls and boys equally. All pedagogues, however, say that they either treat girls and boys equally, or that they hope that they treat girls and boys equally. A conclusion in the study is that the reality of the pedagogues’ treatment of children of different sexes, is not compatible with the pedagogues’ perspective of how they treat the children

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    "Jag hoppas att jag behandlar dem lika!"
  • 215.
    Weinmark, Louise
    Södertörn University College, Lärarutbildningen.
    "Läsuppgifter i matematiken, det mest faktaintensiva språk du kan tänka dig": En intervjustudie om undervisning av grundskoleelever med matematiksvårigheter2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to investigate which factors teachers and special needs education teachers view as being the main causes of mathematical learning difficulties and from these choose how to educate pupils with these difficulties. The aim was also to investigate how this education is organised at two different schools. An interview based investigation addressed these objectives by using three comprehensive questions:

    Which factors do the teachers and special needs teachers view as being the main reasons for mathematical learning difficulties?

    1. How do teachers and special needs teachers educate pupils with mathematical learning difficulties?
    2. How is the education organised for pupils with mathematical learning difficulties at two different schools?

    This study is based on four interviews of three teachers and one special needs teacher. The people interviewed work at two different primary schools in the same local authority. The results of the interviews show that it is the pupils’ experiences of the maths that affects how well they comprehend the subject. Furthermore factors such as reading and writing difficulties can cause problems with regards to understanding tasks in maths. Educationalists in this study regard a varied education with an element of group work, communication and experimental material as being beneficial for pupils with mathematical learning difficulties. How the education of pupils is organised depends on the extent of the learning difficulties of each pupil. The needs of pupils with mild learning difficulties can be met by the form teacher whereas pupils with more severe difficulties require assistance from special teachers.

     

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    FULLTEXT02
  • 216.
    Westerberg, Nadia
    Södertörn University, Lärarutbildningen.
    Integrering av estetiska uttrycksformer i kärnämnen matematik och modersmål: En jämförande studie av en svensk och en rysk lärare2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of my examination work was to compare and research how russian respective swedish teachers make use of educational aesthetic methods such as drawing, drama, music and dance in the teaching of core school subjects – mathematics and swedish respective russian languages. The aim of this work was to find out which of these methods are used by pedagogues in the process of education and on what level are they integrated into the theoretical pedagogic work. The point was to also analyse the regulation documents used as pedagogical base in schools i've been doing my survey in. This was done to partly find out what arts perspective is given in the curriculum and partly to see what pieces of it are reflected in the process of education. I compared the pedagogic organisation and methods practiced in the classes I've researched. That helped to get the whole picture and possible image of overall students' performance.

    The questions I used as core:

    •    What aesthetic forms of expression are used by teachers in the process of education?

    •    On what level are they integrated into the theoretical work?

    •    What support to the art perspective is given in the curriculum?

    Secondary question that helped me to clarify the answers was:

    •    What parts of curriculum are reflected in the education process?

    My survey was built on a qualitative research method, that included my own observations and interviews with teachers in both Russian and Swedish schools.Summing up, I've learned that aesthetic forms of expression used by the russian teacher were: drawing, drama, dance and music. These methods integrate with mathematics and russian on different levels.The aesthetic forms of expression used by the swedish teacher are drawing, usually integrated with mathematics and language subjects, and music, used mostly in swedish lessons. The comparison of methods and organisation lined out great difference between how the learning proccess is organised by the russian and the swedish teachers. The bad part here is that it can influence pupils' performance, according to PISA studies.To sum up, I've come to a conclusion that the swedish curriculum is more supportive and contains more concrete examples on how the learning process should be organised, taking into account the art perspective, compared to the russian learning plan, that lack the art perspective for the major part.

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  • 217.
    Wickholm, Jennie
    Södertörn University, Teacher Education.
    En öde ö som flyter runt: en kvalitativ studie av hur mobila och stationära förskolepedagoger uppfattar de organisatoriska förutsättningarna för att hantera en dubbel enhet2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine how mobile and stationary pedagogues experience the cooperation between the two units and how the pedagogues perceive the organizational conditions for managing a dual unit. Furthermore is the study also examine whether there are any different perceptions of working methods in each other's activities and if this has an impact on the children at preschool.

    In order to be able to answer these questions, I have chosen to make qualitative interviews at two different stationary preschools and two different mobile units/buses. I have interviewed four pedagogues, two from stationary units and two from mobile units.

    In my study I can see patterns in that bus pedagogues perceive themselves as be an ”own preschool” or ”own island” where they express "take care" of themselves. Nor do they perceive that they need to adapt to what’s happening on the preschool, for example, in case of illness. But they have a need to belong to the "house" when it comes to getting help during planning times. The stationary pedagogues perceive as the bus pedagogues do not see the entire preschool as a common organization that the bus pedagogues only cares for their own needs. The stationary pedagogues perceive that the mobile pedagogues exclude themselves but the mobile pedagogues perceive that they get excluded.

    The result of this study points that management should be aware of the strong impact of previous traditions and approaches in a working group or individual. Without clear leadership, too much space is given to the pedagogues own "profit-making" purposes, which can have an impact on the children's opportunities and to become in the preschool environment.

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    En öde ö
  • 218.
    Wikström, Hanna
    Södertörn University College, Lärarutbildningen.
    Analys av en lärares sätt att kommunicera och föra en dialog på: Beroende på vilken klass som undervisades2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The main problem that is seen in schools is that teachers sometimes don not reflect on what kind of pupils they have in the class and therefore do not adapt their way of communicate, which can lead to confusion and misunderstandings from the pupils side.

    In this essay I have study a teacher’s way to communicate with her pupils depending of what kind of class she has. The main question is How the dialogue between teacher and pupils looks like, and after that there are two more questions that are answered.

    The method in this essay is of a qualitative form where the observation is the main method to gather the empiric parts. The analysis is also of a qualitative form.

    The theoretical frame is taken from different scholars but the main focus lies in the subject of communication and dialogue and how these subjects are depending on the relationships  between people. But there are also a theory from Bahktin were he points out how to succeed with a dialogue in a classroom.

    The conclusion in this essay is that communication and dialogue in the classrooms are important regardless what kind of pupils you as a teacher have. It is also in great significant that the teacher adapt her way to communicate otherwise a lot of information can be lost which can lead to lost motivation and inspiration for the pupils.

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  • 219.
    Wingren Björk, Amanda
    Södertörn University, Teacher Education.
    "Titta! Vi håller på att lösa ett problem, vill du vara med?": En essäuppsats om pedagogers delaktighet i barns lek2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay begins with a story that reveals the encounter between pedagogues and children in their free play. In the first part, To be with or stand outside I describe how me and my colleague who are in the pre-school yard meet children through the different ways we participate or don’t participate in their play. In the second part To lose participation, I present a situation where I participate in the children’s play. When I start reflecting on what happens among the other children, I lose my participation on the game. With a starting point in these situations my dilemma becomes how we pedagogues act and interpret children’s play in different ways even though we follow the same curriculum. The purpose of this essay is to investigate pedagogue’s participation in children’s play. I reflect on questions about what is happening in children’s play, what role do pedagogues have regarding children’s play and how children´s play affects by participant pedagogues. In my essay, I try to reflect over the meeting between me, my colleagues and the children on the pre-school yard. In the essay, I rely on Rogers Säljö’s sociocultural theory on how individuals are influenced by the interactions around them. In this case, I refer to the children’s interactions with their surroundings. I reflect upon how pedagogue’s participation is both important for understanding children’s play, but also in creating fun-filled learning. I also reflect on how children’s play must be respected and handled with care in order to not be interrupted or disturbed. During my writing, I have gained an understanding of how educators can be present in children’s play and how a varied view of educators can create a more nuanced approach toward the child group.

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    Amanda Wingren Björks examensuppsats
  • 220.
    Winroth, Karin
    Södertörn University, School of Business Studies, Business studies.
    Att forma producenter eller bildade människor?2010In: Tradition och praxis i högre utbildning / [ed] Anders Burman, Ana Graviz & Johan Rönnby, Huddinge: Södertörns Högskola , 2010, 1, p. 49-62Chapter in book (Other academic)
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  • 221.
    Wretman, Åsa
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Att "bara" få leka: En vetenskaplig essä om barns fria lek i naturen2019Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    The name of this essay is “’Just’ go play – A scientific essay of children’s free play in nature”. Its purpose is to investigate what happens to us educators, and what we can see in children’s free play in nature, when we adopt a more observing and inquiring attitude and when the children steer their own play. The background to my interest in this is that I have been reflecting over the fact that my team organizes many activities, organized by us educators, and that I have a feeling that I am missing something in the children’s play and learning. My starting point consists of three essays, where I first depict two activities, organized by educators, and after that a situation where I follow and participate in the children’s play on their terms. Based on this I ask the following questions: Which learning and what experiences can we observe in the children’s free play in nature, by interpreting their actions, when us educators take a more flexible approach? What practical knowledge does an educator, who encourages free play, need? What abilities need to be strengthened, unlike an educator who is focused on the measurable, or what can be shown outwardly to others? Except reflecting over my experiences I have used participant observation of the child group. I was was filming the child group while playing, and taking notes on conversations between us educators. During the process, I decided to also let my colleagues film. My theoretical approaches are the theory of practical knowledge and theory of play, and my study has the form of an essay. I reached the conclusion, that we discovered new things in the children’s play; that the play went more harmonically, when we didn’t take the lead, and that us educators got calmer and more concentrated. The practical knowledge which us educators need is a responsive attitude towards children’s play, and a gaze which not only sees what’s apparent, but also perceives that which is not immediately obvious.

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  • 222.
    Xanthoulidou, Theodora
    Södertörn University, Teacher Education.
    "Det är väldigt flummigt": Pedagogers möte med förskolans läroplan.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to illuminate and clarify how educators with foreign backgrounds, pedagogical education and/or educational experience interpret the curriculum and how the curriculum is implemented at multicultural preschools. To visualize this, I ask the following questions:

    • How do the educators experience the Swedish curriculum?
    • What do the educators regard as multiculturalism based on the curriculum?
    • What are the educators views concerning democracy based on the curriculum?
    • What significance do the educators believe the verbal language has in their work?

    The study is based on interviews with four informants. The interviews have thereafter been transcribed to be analyzed using previous research and theory. The theoretical perspectives of the study are social constructivism, culture, multiculturalism and interculturalism. Based on social constructivism which is the overall viewpoint of this study, the informants' experiences have been highlighted. The perspective of social constructivism implies that people are formed in social contexts that contribute to the understanding of our surrounding world. By highlighting the informants' experiences, I furthermore take in consideration the cultural aspect that involves people's typical behaviors such as norms and traditions. In order to observe and gain an understanding of people's different norms and traditions, the term interculturalism becomes relevant in the study, as it is, among other things, about communicating and responding to these differences. All informants work at preschools in multicultural areas where there is a variety of different cultures, religions and ethnicities.

    The main findings found in the study are that the informants' encounter with the Swedish curriculum has varied. Most informants have come in contact with the curriculum through their employment at preschools while one informant came in contact with it during university studies. All informants emphasize the importance of communication and, furthermore the importance of trying to interpret the curriculum, together with colleagues, in order to give the children the same fundamental ground at preschool. However, colleagues' varying skills in the Swedish language can complicate the communication and the interpretation of the Swedish curriculum. The results of the study show that the informants view the 2 curriculum's basic democratic values, as something positive to work with in the multicultural areas, as they work interculturally to highlight everyone's differences to something positive and find similarities in order to make interactions between different cultures.

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  • 223.
    Yacoub, Mechlin
    Södertörn University, Teacher Education.
    Talängslan i klassrummet: En kvalitativ studie om lärares arbete med talängslan i svenskämnet i årskurs 4 vid muntlig framställning2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is based on teachers' experiences of how they work with speech anxiety pupils inthe classroom in the Swedish subject in 4th grade at verbal presentations and opinions. The purpose is to find out how a teacher understands and supports a speech fear pupil in oral submissions and opinions. The questions that the study will be based on are: What methods and working methods are used to prevent and promote pupils' talents? How does the teacher visualize and supports speech anxiety pupils in the classroom at oral presentations and opinions? In what way is the work of rhetoric benefiting speech anxiety pupils? The study consists of qualitative methods based on observations and interviews. Data has been collected through four observations and three interviews.

    The result has shown that in the classroom there are between three and five pupils who either suffer from speech anxiety or who are merely silent. Oral presentations are something that most pupils feel discomforted and therefore the teacher adjusts the teachings according to the pupil's needs and prerequisites. The teacher has varied teaching to enable all pupils to feel included, thus creating confidence and self-esteem through different working methods andgroup size. Furthermore, it was found that the teachers work with a good classroom climate for the student's learning and development. To get a functioning classroom and education, the class must work socially. The conclusion is that teachers already at the lower stage work deliberately and actively with oral requests for the pupils to become good talents in the long run. It is essential that a safe classroom environment is created, and that the teacher communicates with pupils who do not speak about their needs. In addition, it's important that speech anxiety and silent pupils get practice in speaking so they can strengthen their speech, become more visible and comfortable with their speech in front of other pupils

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  • 224.
    Zaitoun, Malek
    et al.
    Södertörn University, Teacher Education. Södertörn högskola.
    Anhari, Johan
    Södertörn University, Teacher Education. Södertörns högskola.
    Barns sociala samspel på skolgården: En kvalitativ studie om barns lek på skolgården utifrån socioekonomiska aspekter2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study has focused on the schoolyard and how the social interaction between children plays out in the schoolyard-play from a socio-economic perspective. The reason for this is to highlight some major differences in children's social skills depending on where they go to school. We have reported on relevant previous research that shows that play that takes place in the schoolyard are an incredibly important part of children's lives but also in their development of social skills. Our analysis has been linked to key concepts in sociological and sociocultural theory. For the purpose of the study, it has utilized qualitative method in the form of observation at two different schools in southern Stockholm but at two different municipalities.

    The result shows that there is quite a difference in the social interaction between children in the schoolyard, depending on how the schoolyard looks and what kind of plays it offers. Based on the socio-economic status of the schools, we were able to conclude that an attractive schoolyard offers more opportunities for children to develop their social skills. The overall conclusion from the study is that children who attend school where the socioeconomic status is high have an easier time for the social interaction between the children. While in a school where the status is lower, it appears that the conditions for social interaction do not develop in the same way. The conclusion we have reached is that students' social skills do not develop in the same way because of the socio-economic background.

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  • 225.
    Åberg, Josephine
    Södertörn University College, Lärarutbildningen.
    "Vi måste hänga med, det här är deras vardag": En studie om Internets frammarsch, om den digitala generationsklyftan i undervisningen2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of my study is to look at two specific schools and their work with Internet in the classroom and compare their work to what experts say about how you should educate. The study focuses on how teachers guide the students to be critical to the information they encounter on the internet. What do the experts say? How should the teachers work with Internet in the classroom? What do the teachers say about their work with Internet? What do the teachers say regarding children and the Internet?  To answer these questions I have interviewed two teachers from different schools, which had classes with children 6 to 8 years old. The schools are very different from each other concerning investment on Internet devices in the classroom. I have also interviewed two experts on the subject who are working for organisations concerned with children’s use of the Internet.

    I have related my findings to older research, Marc Prensky’s terms Digital Natives and Digital Immigrant are frequently used in the study. I found that the work with and understanding of Internet depended on what generation the teacher belonged to. Older teachers are Digital Immigrants while the younger teachers are Digital Natives who have been brought up with digital media. According to Prensky and other experts it’s important that teachers learn to communicate in the style of their students, and give Internet a place in the classroom. Children are spending much time on the Internet and it’s important, according to the experts, to guide the children and learn them to be critical to the information they come across.

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  • 226.
    Åslund, Lisa
    Södertörn University, Teacher Education.
    "Vilken hjärna tänker du med egentligen?": En vetenskaplig essä om hur vi kommunicerar framför eleverna2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay will reflect upon communication and conduct in different ways. The essay is based on a dilemma that is difficult to assess since it addresses a situation where I, in my role as a leisure-time teacher, react upon how a colleague treats a young student. The purpose of the essay is to try to analyze the dilemma viewed from different perspectives in hope to gain an understanding of how we can look at communication in more than one way. How should educators communicate in front of the students, and what is a good way to treat one another? In the essay the dilemma is discussed from different perspectives such as power relations, but also fronesis and practical knowledge. In order to be able to go into depth with regard to interpretation and understanding of this experience, I will look to Hans-Georg Gadamer to illustrate the dilemma based on the hermeneutical approach. The method of this thesis is essay-writing, which consists in reflection with the help of relevant literature, with starting point in an experience that is difficult to assess.

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    Självständigt arbete Lisa Åslund
  • 227.
    Åstrand, Emilie
    Södertörn University College, Lärarutbildningen.
    Aspergers syndrom i vanlig skola.: En undersökning om hur man kan underlätta för elever med Aspergers syndrom i en vanlig skolgång.2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to examine how to make the regular school attendence easier for children with Asperger´s syndrome or children which haven´t got the diagnosis just yet. The study is based on interviews with four educationalists. The results shows that the tools the interviewed educationalists use in their work can be applied on the regular school class work, with small changes though. With good planning, legible rules, legible routines, an opened mind and just to be legible are working for the interviewed so it will work for an ordinary educationalist as well. Another thing that the results showed was that some of the interviewed educationalists wished for a special curriculum for pupils with Asperger´s syndrome since they often need more social training then the present curriculum allows.

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  • 228.
    Öhrn, Ylva
    Södertörn University, Teacher Education.
    Komplettera skolan eller samarbeta för eleverna?: En essä om svårigheten i att hitta samarbetsformer mellan fritids- och skollärare som gynnar elevernas lärande.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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