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  • 201.
    Carlsson, Aase
    Södertörn University, Teacher Education.
    Går det att inkludera elever utan att de känner sig exluderade?2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay focuses on the subject of including all pupils in the classroom. It is a relevant topic in today’s school politics. To be able to understand the concept of including all pupils in the classroom, I have studied the topic from a historical perspective, as well as how it has changed over time. Pupils with special needs are today supposed to be a part of a class in almost every school.

    In my essay I reflect over my own experience and different ethnical theories. Due to the school law every pupil is entitled to the necessary support in their class. The intention is good but sometimes it leads to exclusion of the student instead. Some pupils find it hard to cope with the classroom situation and that can affect their learning journey in a negative way. In my own profession I am torn between the pupil with special needs and the class; how can I handle these situations in the best possible way?

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  • 202.
    Carlsson, Ingela
    Södertörn University, Teacher Education.
    Från Frost till Skylanders: Hur bemöter vi barnens intressen inom förskolans verksamhet?2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In my essay, I explore the dilemma how I respond to the various hobbies that children carry with them to preschool. I want to be able to allow every child to take part of their hobbies at preschool, but I still get stuck in accepting some hobbies, while I deny others. In my stories, I focus on two situations where I have a hard time accepting the children's hobbies, because I think they interfer with preschool routine. Through my questions, I then go on to examine why I react like this, and how I could act differently towards these children. My method is to write a scientific essay, where I explore my own experience through writing, and reflect on my dilemma by looking at it from different angles. I set out from a hermeneutic perspective, where Hans-George Gadamer's theories on preconceptions and the horizon of understanding form a base for my reflections. I've chosen to explore two different approaches that I could take in my response towards the children. One is based on Gert Biesta's thoughts on a pedagogy of interruption, which is about interrupting the children in what they are doing, to make them take a break from their repetitive behaviour and give them new ways to access their hobbies. The other approach departs from Carina Fast's studies on literacy and the potential children have to learn through popular culture, and where I try to base my actions on what they children are currently doing, to elaborate on that instead. I try to apply both of these approaches on my stories, and reflect on how they would work here and what this could lead to. I feel that no two situations are the same and that I can't tell for sure that a certain method is going to work every time, thus I will have to see each and every situation for what it is and try different approaches each time.

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    Barns intressen
  • 203.
    Carmstad Hofmeijer, Malin
    et al.
    Södertörn University, Teacher Education.
    Ekholm, Jessica
    Södertörn University, Teacher Education.
    "Jag blir ju mycket mer intressant om jag rör mig": Hur pedagoger med kroppsspråket engagerar barnen under samlingssituationer i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

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

    • How do pedagogues in preschool use their body language during gatherings?
    • What do the pedagogues think about the body language as a communicative tool?
    • How aware are the pedagogues about their own use of body language?
    • What significance can the body language have to evoke and maintain the children’s interest?
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  • 204.
    Carnelid, Lars
    Södertörn University, Teacher Education.
    Oss "svenskar" och "invandrargrupper": En diskursanalys av kurslitteraturen på utbildningen för lärare i fritidshem2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The education for teachers involves an aspect regarding values in practice, which also contains a dimension of non-discrimination. Meanwhile, research shows problems regarding discrimination on the universities in Sweden, for instance in Bayatis dissertation about exclusion of racified students reveal. The purpose of this study is, through discourse analysis of selected quotes from the course literature at Södertörn’s education of teachers in after-school activities using the key-terms ”immigrant”, ”Swedish” and ”culture”, review the underlining values and norms that are being transferred to the students.

    The conclusions in this study supports existing research on the matter that problems exist in regards to exclusion of students at the universities in relation to implicit conceptions about race, varying and excluding definitions of the social category, ”Swedish” and that these aspects put together creates a written creation of ”the other” and leads to a slim image of the expected receiver of the literature. More research needs to be conducted to examine how it is on other universities in Sweden and how the students there perceive these events.

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  • 205.
    Caroline, Windahl
    Södertörn University, Teacher Education.
    "Dansa, lek och lär": En kvalitativ studie om sex pedagogers förhållningsätt till dans som pedagogiskt verktyg i förskolan2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this thesis is to examine how educationalists in preschool approach to dance as an educational tool. The educationalists in my study are employed in two different municipalities whereof one of them has invested in dance since 2011 for all educationalists working there. In the other has no general investments at dance for the preschool been made. My purpose of choosing educationalists working in different municipalities is to determine if their approach to dance as an educational tool in preschool differs in relation to the investments in dance. I have chosen three questions to get the answers on my purpose with this thesis.

    • How does personal experience and interests in dance affect educationalists approach to dance activities in preschool?
    • How do my informants narrative about their work with dance in preschool where they work?
    • How does the municipalities’ investment in dance affect the educationalists approach and work with dance?

    This thesis is based on qualitative interviews with six educationalists. The developments educational theory of how children learn and develop in the framework of preschool is the basis for my understanding and analysis of my gathered empirical data. Some of the conclusions I have found are that the educationalists who are working in the municipality which has investment in dance are working with dance aesthetical and uses dance interdisciplinary.

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  • 206.
    Castañeda, Gabriela
    Södertörn University, Teacher Education.
    Åldershomogent eller åldersintegrerat i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine what kind of discourses emerges among the preschool teachers working in the two different organizational forms within the preschool- age divided groups versus age mixed groups. I focus on clarifying why some preschools choose to work with all ages (1-5 years) or with age divided groups, and if they base their choice on any specific theoretical basis. I want to explore how the different preschools organize themselves and how they do to respond to the different age-related needs of the child or support the development of children. My research questions are: ● What kind of discourses emerges in conversation with the educators about the age-related organization of preschool groups and how does it affect their execution of educational activities, such as the daily gathering? ● What are the strategies of the educators to fulfill curriculum requirements in an age mixed group and in an age divided group? The study is based on, among other things, research on age structure at the preschool and the daily gathering, and interviews of preschool teachers and preschool managers. I have found two types of discourses, one that is related to childrens stages of development and one related to social interaction. I have also come to the result that the main strategy for educators is to divide the groups into smaller groups in order to execute educational activities. In both age mixed groups and in age divided groups they divide the children according to age and maturity level.

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    Åldershomogent eller åldersintegrerat i förskolan
  • 207.
    Castillo, Jennifer
    et al.
    Södertörn University, Teacher Education.
    Pereira, Sofia
    Södertörn University, Teacher Education.
    Stress hos stora som små: En kvalitativ studie om förskollärarnas upplevelser kring stress i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to examine preschool teachers experience and thoughts about stress in preschool. The study is based on a sociocultural theory, were the interaction and communication has a central role.

    We wanted to enrich our qualitative study by finding out how preschool teachers thinks children and themselves get affected by stress and which strategies and methods they use to prevent stress in the preschool.

    The questions asked in this study are: what causes stress in children and the pedagogues? How does stress affect the children according to the pedagogues? How does the pedagogues get affected by stress? And what does the pedagogues do to prevent stress in the preschool?

    This questions were answered by using qualitative interviews on six preschool teachers from two preschools in Stockholm.

    The result indicate that all the participants are experiencing stress on an almost a daily basis. Some of the causes of stress where: the size of the child groups, the sound levels and lack of time. The results of how children gets affected according to the pedagogues indicate that they: have difficulties with concentration, some get outraged, speeded and some of the children's reaction is to get silent. The pedagogues stress is expressed by: getting irritated, feeling fatigue, having symptoms as palpitations and headache. When it comes to which strategies and methods they use to prevent and reduce the stress levels they: reorganize activities, groups and routines and also the environment. The communication between the colleagues is also an important factor.

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  • 208.
    Castro de Lacerda, Aline
    Södertörn University, Teacher Education.
    Kan jag leka med bilar sen?: En essä om bildskapande på förskolan2015Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay begins with an account of three real-life situations that I have experienced as a teacher in a preschool. I describe different scenarios that have highlighted the challenges and problems I face in my work with children who do not actively seek to engage in producing artwork, and who easily become bored or distracted when they do participate. The aim of this essay has been to investigate artwork and children’s lacking desire or interest to participate in such creative activities. The key questions used for my investigation centred on the role of artwork in a preschool environment, and how I, as a teacher, can engage with children who do not wish to participate in such activities. I also evaluate the impact of surroundings on children’s artwork, as well as their opportunity to influence the creative activities. I write in essay form to reflect and identify new perspectives in relation to existing theories. In addition, I use a hermeneutic approach for a more detailed investigation using my own interpretations and perceptions. Lev Vygotsky’s theory about the zone of proximal development helps me to deepen my understanding of how teaching takes place in social contexts during these creative processes. I am also inspired by his views on imagination and creativity. This reflective study has helped me to deepen my understanding of why artwork is important in child development, and how surroundings can both inspire and hinder children’s creative processes. I have come to realise the importance of allowing children to influence their daily schedule, and giving them the opportunity to decide which activities are available at their preschool. Moreover, I have found that my way of engaging with children who are not interested in producing artwork can affect how they relate to the activities. Teachers who inspire their pupils and actively engage in such activities can have a decisive impact on children’s relationships to imagery as an aesthetic form of expression.

     

  • 209.
    Cederberg, Tove
    et al.
    Södertörn University, Teacher Education.
    Larsson, Klara
    Södertörn University, Teacher Education.
    Den didaktiska onanin: Kroppsmaterialistisk analys om (från)varandet av kroppslig fakticitet i normkritiska texter2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to show the discourses that we can see in the texts from RFSU (2015) and “Rädda Barnen” (2013) about children's sexuality, we connect this empiricism to the preschool curriculum. Furthermore, we highlight the gaps that we can see are the different discourses in the texts and how present or absent physical factuality is. We also want to examine what it could mean for our didactic work with body factuality.

    Generally, there are a lot of texts about the importance of playfulness and many expressions that leave room for interpretation to the reader. We believe that concepts like playful, positive, equality, security, develop a responsible sexuality, private body parts, intimately, and so forth leaves subjective to interpretation of each individual preschool teacher.

    Children are described exploring their sexuality through play, were the body are in focus, but are often described limited as children's sexuality. Children's bodily feelings and sexuality described indistinct and confused resulting in that the body is made invisible. The discourses make themselves prominent in our discourse analysis is sexuality discourse, disquieting and fear discourse, discourse of norms, materialistic corporal discourse and the invisible discourse.

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    Den Didaktiska Onanin
  • 210.
    Ceken, Fatma
    et al.
    Södertörn University, Teacher Education.
    Mutvei, Ann
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Biology.
    Mattsson, Jan-Eric
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Biology.
    The use of the theory of conceptual profiles to assess learning outcome2016In: Electronic Proceedings of the ESERA 2015 Conference: Science education research: Engaging learners for a sustainable future, Part 16 / [ed] J. Lavonen, K. Juuti, J. Lampiselkä, A. Uitto & K. Hahl (Eds.); co-eds. P. Kariotoglou & T. Russell, Helsinki: University of Helsinki, 2016, p. 2716-2721Conference paper (Refereed)
    Abstract [en]

    The Swedish Schools Inspectorate (2012) made an evaluation of the quality in science teaching in year 1–3 in the Swedish compulsory school. Large differences were found among the 30 schools studied. Often teaching only consisted of mediating facts or experiments made by the teacher. The students rarely got an opportunity to learn through systematic investigations. Less than 60% of the lessons observed involved activities were the students to large extent met scientific methods. Also, good examples were found in schools were the teachers consciously let the students make hypotheses about what will happen in an experiment. In many schools the teacher use readymade teaching packages. Generally, they consist of instructions for how series of lessons with different themes may be planned and performed by using the material included. Some of the packages also include education of the teachers. According to the School Inspectorate teachers without education in science claim that with help of the packages they have been able to teach in all areas of school science. Teachers sometime use the packages as inspiration, but chose other methods for their teaching. The purpose of this study was to examine how students in primary school use concepts and to study their conceptual development during two sequences of lessons, primarily based on the student’s own documentations. Written diaries and reports of the students were analysed in order to construct their conceptual profiles and to follow their development. The assessment of the performances in relation to the knowledge requirement evaluated students ability to discuss simple questions concerning chemical processes, plan simple experiments and formulate simple question. The study shows that observations, discussions, and written documentation of simple experiments promotes conceptual development.

  • 211.
    Celep Agrali, Ebru
    Södertörn University, Teacher Education.
    Läsförståelse med lässvaga elever: En kvalitativ studie om hur fyra SO-lärare i grundskolans mellanår arbetar i läsförståelse för att stödja elever med lässvårigheter2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how four different teachers in the social sciences subjects in elementary school work with reading comprehension to support their pupils with reading difficulties. The research questions for this study are:

    • Which structures do the teachers in social sciences subject use to support pupils with reading difficulties?
    • How do the teachers in social sciences subject describe the concept of reading difficulties?
    • What additional support do the pupils with reading difficulties receive?

    Two methods have been used to answer the research questions. Four teachers were interviewed and observed. Lev Vygotskij’s sociocultural perspective was used for the theoretical point of the study. 

    The results of this study show that the four teachers all use similar methods to help pupils’ develop their reading skills. They work to develop pupils’ vocabulary range by for example supporting structures such as text calls. When the four teachers described the concept of reading difficulties, they all mentioned dyslexia as a common cause of reading difficulties. 

    In addition, the four teachers mentioned that pupils receive additional support from special needs teachers who help them.

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  • 212.
    Charlotta, Bjälemark
    Södertörn University, Teacher Education.
    Att skapa fria, demokratiska och solidariska medborgare: En essä om att granska våra normer2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is about power, democracy, solidarity and equality in preschool. I examine three different situations to determine if I could have acted more sensibly in my interactions with the children. I portray: a ”children’s choice meeting” where children select an activity, a so-called emotional gathering and a dialogue at the lunch table about a popular movie that we plan to watch together afterwards. The purpose of this essay is to examine which norms and values form the basis of my actions, and if so, how these lead me to use my power to shape the children.

    I have chosen to use hermeneutic and norm-critical perspectives where I investigate and examine my norms and values and how I react and act, both consciously and unconsciously. The methodology is a paper in essay form, where I get the chance to actively reflect on my actions from different theoretical perspectives throughout the writing process. The theoretical perspectives most essential in the study are Michel Foucault's theory of power, Anette Emilson’s argument about power leveling and theories of gender pedagogy inspired by Christian Eidevall, Klara Dolk and Anette Hellman.

    My research questions concern matters such as how I use my power, how the values of the action conflict with the values of the purpose as well as potential other options for dealing with the situations. The results of this study highlight the importance of critically examining our own norms and values as these can lead to subconscious actions that are in opposition to the purpose of the action.

     

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  • 213.
    Charo, Izla
    Södertörn University, Teacher Education.
    En kvalitativ studie om tre F-3 lärares syn på individualiserad läsning i sva-undervisning2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    One of the biggest challenges for primary school teachers in today's schools is to teach students to read. Moreover, this should be done based on each individual student's abilities and needs with regard to the diversity that exists in today's classes. This study aims to make visible what is the basis for teachers’ perceptions and behavior in individualized reading in teaching in Swedish as a second language. But it also seeks to identify possibilities and difficulties teachers face in connection with this to illustrate what may be the basis for teachers' equal / different views and actions in the field. This is illustrated by four research questions of the study, which are: 1) How do teacher individualize reading in teaching Swedish as a second language? 2) What considerations are the basis for the teachers in primary schools planning of individualized reading in teaching Swedish as a second language? 3) What opportunities and difficulties do teachers see within individualized reading in teaching Swedish as a second language? 4) How is individualized reading expressed in primary school teachers teaching in Swedish as a second language? Through qualitative interviews and observations, the results show that teachers use multiple individualization types and components of literacy development for the individualization of reading in their teaching in Swedish as a second language? Some of the teachers feel, however, that the structural conditions at the school prevents them from doing this fully. A central and common aspect is that teachers use level individualization as a basis for any kind of individualization. 

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    En kvalitativ studie om 3 F-3lärares syn på individualiserad läsning i sva-undervisning
  • 214.
    Chaudry, Kunwal
    Södertörn University, Teacher Education.
    Den mångetniska förskolan: En kvalitativ studie om föräldrars och pedagogers upplevelser av föräldrasamverkan i segregerade och mångetniska förskolor2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate the experiences of parental cooperation between the pre-school teachers and parents in preschools located in multi-ethnic areas. To get a fair picture of the parental cooperation between the pre-school teachers and parents, both the views of the pre-school teachers and the parents have been explored.

    The research question has been explored by using qualitative interviews as the method for data collection. The theoretical approach is hermeneutic and focuses on subjective experience of individuals. The main result is that the parental cooperation between the pre-school teachers and parents works dissatisfactory. The reasons for the dissatisfaction that can be found through the analysis in the study are that there are various factors such as prejudice, ignorance and language barriers that create barriers for good parental cooperation.

    The informants in the study attributes the area to poor characteristics, and the results of the study show a pattern that both parties, i.e., Parents and educators experience a disinterest of parental cooperation from the other party. The study's results also show that prejudices and misunderstandings can lie behind these experiences. Misunderstandings and prejudices in the sense that both parents and educators mean they want to cooperate but that they feel that the opposite party is not interested in this.

     

     

     

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  • 215.
    Chronholm Wilander, Christin
    Södertörn University, Teacher Education.
    "Hon är ju inte klok!": en essä om skitsnack på arbetsplatser2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is about gossip (the swedish word ”skitsnack” hasn´t an english word that means the same thing. ”Skitsnack” means everything from smalltalk, to gossip, to slander. I use gossip because it is quite near) and social interaction in the workplace, seen from different perspectives. Starting with two scenarios taken from my professional life in pre-school, I discuss based on theories in order to understand why I acted and communicated as I did in those events and what influences an individual's actions. My stories describe an event where I have opinions about what one colleague says about our manager, and another event where my colleagues are upset about how our manager expresses herself in a letter. The research questions are about what gossip is, why it occurs and continues, and what can influence how people interact and communicate with their colleagues. I try in this essay to interpret how I communicate in the described situations and what lies behind my behavior. I give an explanation of how to identify what gossip is and how to interpret the social interaction between colleagues through three ethical perspectives - professional ethics, deontology and discourse ethics. Through theories of group dynamics and power I interpret the situations and my actions. I conclude that gossip can be seen to range from small talk to slander. I describe that there is much that lies behind an individual's way of communicating in the workplace, for example the culture within an organization as well as the ethical thoughts of the individual and the group. Uncertainty and lack of clarity is one factor that emerges and this may affect the way we talk to, or about, each other within a group. Beyond that, I concluded that a pre-school can be an indistinct organization since working in teams may clash with a hierarchical model that is described in the curriculum.

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  • 216.
    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.

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  • 217.
    Ciliz, Alexandra Izla
    Södertörn University, Teacher Education.
    Kodväxlingens roll: en studie om hur nyanlända elever använder sig av kodväxling i samarbete med varandra i svenskämnet2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    The aim is to study how two newly-arrived pupils in the subject of Swedish cooperate with each other through code-switching.

    The study is based on a qualitative method with three observations during classes in the subject of Swedish. The study showed me that newly arrived pupils use a lot of codeswitching when they are paired up with each other. In particular, this study found that they used code-switching when their vocabulary in Swedish did not suffice, as well as when they had problems with interpreting certain words.

    In most cases, the subjects show a preference for intrasentiell code-switching (switching within the sentence for a few words) over the intersentiell variety, although both occur.

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  • 218.
    Claesson, Ulrica
    Södertörn University, Teacher Education.
    Tid för demokrati?: En vetenskaplig essä om delaktighet, ansvar och val i förskolan varje ny dag, år efter år2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här essän handlar om hur jag under min erfarenhetsbaserade förskollärarutbildning blivit alltmer tvivlande och kritisk till hur jag och mina kollegor konkretiserar demokratiuppdraget i förskolans läroplan. Essäns kärna finns i relationen mellan barns tankar och idéer här och nu och pedagogers fasta och styrande ram för hur dagarna ska se ut. Syftet med denna essä är att nyansera fler sätt att se på situationer där vuxna ser det som självklart att barn äger delaktighet och inflytande för att relativisera vår kunskap kring begreppens innehåll. Jag undersöker vilken kunskap pedagoger behöver utveckla för att ge både barnen och sig själva makt att arbeta mer demokratiskt. Essän bygger på en berättelse med två situationer från min förskolas verksamhet. Den första delen gestaltar mitt agerande i mötet med barns frågor om tid i relation till en förändrad dagsstruktur. Den andra delen gestaltar min upplevelse av att jag och en kollega har olika syn på barns delaktighet i en valsituation. Utifrån berättelsen försöker jag att svara på frågor som, hur uppfattar och lär sig barn tid? Förmår förskolebarn ta rationella beslut? Kan demokrati i förskolan handla om mer än att barnen ska få välja? Jag har använt mig av skrivande och reflektion som metod. Ihop med studentkamrater och handledare har jag reflekterat utåt genom dialog. Jag har även haft en inre dialog med mig själv och reflekterat i tankarna. I min essä utgår jag från teorier som fenomenologi och hermeneutik vilka utgår från erfarenheten och bygger på upplevelser, tolkningar och förståelse av fenomen som uppstår i människans medvetande. Reflektionen och dialogen med människor och texter har varit viktig i min process för att synliggöra mina tankegångar och för att kunna inta olika perspektiv och kritiskt granska mig själv. Ett av de huvudsakliga resultaten är att demokrati i förskolan förutsätter pedagoger som vågar stanna kvar i tvivlen och de kritiska tankarna, som vrider och vänder på de egna föreställningarna om delaktighet, inflytande, tid, barn, vuxna och kunskap. Demokrati kan inte läras ut till barn utan det är en process som ständigt pågår och levs i vardagen. Resultaten kan inte generaliseras till alla pedagogers arbete utan det är mina egna tankar och kunskaper som har blivit fördjupade.

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  • 219.
    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?

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    MIK, what are theboundaries
  • 220.
    Cordova Almonacid, Jennifer
    Södertörn University, Teacher Education.
    ”Som jag gör nu får man inte göra.”: En kvalitativ undersökning om hur pedagoger i förskolan utövar sin makt över barn i konfliktsituationer2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to examine how pedagogues practice their authority over children in conflict situations at preschools. How are children treated based solely on them being children? And how do preschool teachers validate children’s experiences of conflicts? To get answers I proceeded by using a qualitative data collection method and a hermeneutical analysis. I collected the material for the study by observing and interviewing pedagogues to both get an idea of ​​how they act in practice and how they reason about conflict situations in the preschool. The essay is based on a childhood sociological theoretical perspective that recognizes the importance of social and cultural context. The study’s results show that pedagogues practice their authority over children in conflict situations, but that it is done in different ways. How they practice authority, treat and validate children’s experiences depend on the pedagogues’ child perspective. Even though all the pedagogues in the study want what’s best for the children, the various conflict situations have completely different outcomes, since the pedagogues interpret children and their actions in very different ways, resulting in different responses and attitudes towards the children. The consequences of these different ways to respond need to be questioned and reflected upon. It’s time that the way pedagogues practice their authority and the way they see children is brought up for discussions within the world of preschool education.

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  • 221.
    Cordy, Erica
    Södertörn University, Teacher Education.
    I linje med läroplanen?: En kvalitativ innehållsanalys av det engelska läromedlet Magic! 1-32019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to answer whether the teaching material Magic! 1 – 3 can be used without complementary material to convey the subject content and the didactic elements presented as central in the curriculum. The questions the study aims to answer are how well Magic! 1 – 3 is in line with the curriculum's central content and whether it can be used in teaching without complementary teaching material.

    This study is carried out through a qualitative content analysis of the English teaching material Magic! intended for grades 1, 2 and 3. The teaching material Magic! includes a printed and a digital copy where the content is analyzed qualitatively. Each task is quantified as possible elements for the student to practice a skill and can be categorized several times.  

    The theoretical starting points of the thesis are based on curriculum theory with a focus on the formulation arena and the transformation arena. The curriculum is a result of the decisions that have been made within the formulation arena and, based on that, the textbook authors are a part of the transformation arena, i.e. those who transform the content of the curriculum. By using the theory of constructive alignment, the questions of the study can be answered.   

    The tasks in Magic! 1–3 conveys all the points that are written out as central content in the curriculum, but there are some instances where the teacher needs to actively decide whether it is enough for his/her classroom.

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    I linje med läroplanen?
  • 222.
    Cronquist, Anna
    et al.
    Södertörn University, Teacher Education.
    Masi, Lorena
    Södertörn University, Teacher Education.
    Fritidsläraren i gråzonen: En vetenskaplig essä om fritidslärarens mångtydiga roll i skolan2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 223.
    Da Campo, Adeile
    Södertörn University, Teacher Education.
    De hundra aspekterna av lyssnandet i en förskola i Reggio Emilia: Hur lyssnandet upplevs och utförs i praktiken - en fenomenologisk studie2018Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to investigate how “listening” takes placein apreschool in Reggio Emilia, a city in northern Italy. This is a phenomenological study that investigates “listening” as a phenomenon based on children ́sand pedagogues ́ experiences. Three pedagogues and eleven children was interviewed in order to get knowledge about three main aspects: how “listening” is interpreted by pedagogues and children and put in practice in a Reggio Emilia pedagogy-also known as “the pedagogy of listening”; if children experience that they are being listened to and whether they have an influence in the preschool ́s activities; and whether the Reggio Emilia pedagogy affects the relationship between pedagogues and children. The findings show that “listening” is a complex concept that includes a variety of meanings that result in many different interpretations on how to put it in to practice. As described in other studies there is a risk of making children objects of adult research, thus affecting a genuine relationship between pedagogues and children. In these studies, the Reggio Emilia pedagogy is described as a method with fixed and rigid techniques of listening. According to the results in this study this seems to be avoidable by considering the Reggio Emilia pedagogy as an approach that is adaptable to different children groups, as well asactively involving children in their own documentation process. The results also demonstrate that children donot feel that they area part of the decision making when it comes to the preschool ́s activities. This is due to the fact that children’s interests are subject to interpretation by the pedagogues, who then often redirect them towards more desirable contents according to their own intentions. Also, the preschool environment is seen as a “third pedagogue” as it communicates to the children which activities and interactions are considered possible in a certain space.

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  • 224.
    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.

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  • 225.
    Dahlgren-Syrén, Johanna
    et al.
    Södertörn University, Teacher Education.
    Axemar, Josefin
    Södertörn University, Teacher Education.
    "Sätt dig ner på rumpan": En kvalitativ studie om förskolans samling ur ett makt- och motståndsperspektiv.2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to discover how preschool teachers use their power toward children in circle time, and the different types of strategies of resistance children express as a response to the teacher's power performance. The analys is based on Michel Foucault's theory on power. This study focus on circle time in preschool, which plays a central role in daily activities where norms and rules create expectations for children about how they should behave. According to Foucault ́s theory the power exist where there is resistance. Norms is often used as a power implement in these contexts. We have used a qualitative method for this study, and observations have been made to collect data. The observations take place in two different departments in a preschool in Stockholm. This study shows that circle time still has the same structure today as it did when it originated in the 1800s. This structure includes the children being placed in a circle and that an adult who oversees leading the activity, which is a group adapted activity. The results also show a distinct power structure at circle time in preschools and that it affects children's choice to resist. Which indicates childrens impact and participation in preschool. The results of this study show that preschool teachers also have different personal approaches and rules during circle time. Which means that children will not adapt to the general rules in preschool as much as they adapt the leading teachers approach in circle time.

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  • 226.
    Dahlin, Alexandra
    Södertörn University, Teacher Education.
    Barn i behov av särskilt stöd: Vad avgör?2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The objective of the study is to examine preschool-teachers perception of how “special support” differs from support to try to define the educator’s perception of the term special support. My research questions are: how differs special support from support? What does it take for a child to get special support for its needs? How does the assessment work? How interprets the respondent the mission in the curriculum and quote from Skolverkets general advice?

    I have made a qualitative survey with interviews as my data collection method. The theory which I have used are social constructive theory which permeate my analysis. I have also used two special educational perspectives, individual perspective and relational perspective, in the analysis to make visible how educators and the assessment liable consider children’s difficulties.

    The result shows that the preschool-teachers interpret the term “special support” differently. What they commonly define as a child in need of special support is that the child needs guidance/ support by a grown up in all situations most part, or all parts of the day. There are varying views of whether there are any differences between special support and support. The preschool-teachers interpret the quotes from the curriculum and Skolverkets general advice a bit differently, where one half felt that Skolverkets formulation more clearly highlighted children’s rights and the other half didn’t think that there was any difference. The result also shows that the educators feel that the economy doesn’t allow that the children to get the support that they need.

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  • 227.
    Danielsson, Frida
    Södertörn University, Teacher Education.
    Spring för livet: En studie om barns fysiska aktivitet på rasten i förskoleklass2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka barns fysiska aktivitet i den fria leken i en förskoleklass. I denna fältstudie används observationer under tider då barn leker fritt. Studien kompletterats även med intervjuer. Avsikten med studien är att skapa en förståelse för vad barn väljer att leka och aktivera sig med på en tid som är fri och inte styrd av pedagog, men också om hur pedagoger och miljön är påverkande för barns val av lek. Studien grundar sig på en sociokulturell teori. Forskning visar på att barn idag är inaktiva och det har många negativa påföljder.

    De slutsatser som studien visar är att de barn som ingår i studien är samtliga fysiskt aktiva i den fria leken, men att pojkar och flickors lekar ser delvis olika ut. Det framkommer i studien att miljö och pedagoger är viktiga komponenter för barns fysiska aktivitet.

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  • 228.
    Daoud, Sara
    Södertörn University, Teacher Education.
    En inkluderande svenskundervisning för alla: En kvalitativ studie om fyra lärares arbetsätt för att skapa en inkluderande helklassundervisning i ordinarie klassrum med nyanlända elever2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to investigate which methods teachers in grade 4-6 use to create an inclusive teaching in the Swedish language subject. The study focuses on whole class teaching in regular classes with newly arrived pupils. The aim was to answer the following three questions:

    • Which teaching methods do teachers in grades 4-6 use to create an inclusive Swedish language teaching?
    • What attitude do the teachers have to working inclusively in Swedish language teaching in whole classes with newly arrived pupils? And what factors do teachers think affect the possibilities of conducting an inclusive teaching?
    • What extra tools or supports are used to include newly arrived pupils in whole class teaching in the regular classroom?

    The empirical data was collected by the use of qualitative research methods. Seven classroom observations of the Swedish language subject and four interviews with middle school teachers has been made. The study is grounded in a sociocultural perspective based on Lev S.  Vygotskijs views on learning and development through communication and interaction. The results show that the Swedish subject is mainly taught through joined writing and reading lessons, where both teachers and students are involved. Teachers use teaching methods that offers high support to create an inclusive whole class teaching. Furthermore, the result shows that the teachers use iPads and smartboards as digital teaching tools to include the newly arrived pupils. As previous research shows, this study demonstrates that lack of time, competence and the class size affect the possibility of creating an inclusive Swedish language teaching.

  • 229.
    David, Sara
    et al.
    Södertörn University, Teacher Education.
    Barsom, Jasmin
    Södertörn University, Teacher Education.
    Pedagogisk dokumentation i förskolan: Barns delaktighet och integritet i samband med pedagogisk dokumentation2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how preschool teachers document children and what is documented.The questions that we want answered are:

    What affect do the power of preschool teachers have in the relationship between the preschool teachers and the children during the documentation process?

    In what way are children involved in the documentation process in preschool?

    How do the preschool teachers protect the children's integrity when they work with educational documentation?

    In our theory we have chosen to use Michel Foucault's theory on the concept of power, but we will also use the theories of Åberg & Lenz Taguchi, Lindgren & Sparrman and Juul & Jens who all explain the meaning of integrity and participation while working with the educational documentation in preschool. As method we chose to interview and observe six preschool teachers that work in two different preschools. The preschools are located in two different municipalities in Stockholm.The result of our study showed that educational documentation is a useful tool in preschool, because it provides the opportunity to improve and develop preschool activities. It also provides the opportunity to follow up children’s learning and development. The children should be involved in the educational documentation in preschool and the preschool teachers should always consider the children’s integrity while working with educational documentation. Preschool teachers may however find it difficult to protect the integrity of the children while working with educational documentation.

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  • 230.
    Dayan, Saeid
    et al.
    Södertörn University, Teacher Education.
    Ejal, Hakim
    Södertörn University, Teacher Education.
    ”Man känner sig liksom klar i hjärnan”: En kvalitativ studie om sambandet mellan fysisk aktivitet och studiero2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    It is often emphasized that children and young people around the world are too inactive, that the schools only focus on theoretical learning and that children in school lack concentration or wander too much in the classroom. The connection between the aforementioned observations was something we wanted to interpret and was something that we found interesting. In order to answer our questions we approached them from a child’s point of view. The purpose of this study was to examine the correlation between physical activity and quietude for studying. This survey was conducted at two schools that participate in a project where they add more scheduled physical activity. Applying qualitative research methods such as interviews and observations, we obtained results that were then analyzed from different perspectives on learning and physiological processes, including theories about learning. The results showed that both the students and educators in the study considered that physical activity had positive effects. Furthermore, the results showed that the students perceived that physical activity leads to increased quietude for studying. Educators were also positive about the effects of physical activities had on studies, but they considered that structure and clarity were also important. From our research we can conclude that the students agree that having physical activity in school is advantageous.

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  • 231.
    Deb Roy, Abir
    et al.
    Södertörn University, Teacher Education.
    Ud-Din, Thomas
    Södertörn University, Teacher Education.
    Positionering bland fritidspersonal i skolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to highlight and analyze the interaction between recreation instructors and class teachers during ordinary school time. The study is based on a qualitative method in form of semi-structured interviews and observations in three different schools. We have used the positioning theory and complemented it with Goffman´s theory and professionalization theory for analysis of interviews.

    One of the conclusions of the study was that the recreation instructor often ends up in a subordinate position towards the class teacher. However, there was a difference regarding the professional role of the experienced towards unexperienced recreation instructor. This happened both intentionally and unconsciously from roles that can be difficult to break out from.

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  • 232.
    Deiters, Jenny
    Södertörn University, Teacher Education.
    "Sluta! Du får inte vara med!": En normkritisk essä om pedagogens inflytande på barns fria lek i förskolan2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Title: "Stop! You can't play with me!" A norm-critical essay on how the teacher influences children's free play at preschool

    Abstract

    This essay is based on two cases describing two children in a few different situations at preschool. These cases form the basis of a dilemma, discussing how involved the teacher should be in children's free play. The dilemma poses questions regarding the teacher’s actions when a child does not want to play with other children, as well as a child that seems incapable of playing with other children. The cases help highlight the implicit idea that children should play with other children. My purpose is to investigate what implicit normative ideas exists about children playing at preschool and to what extent they form my own notion about the necessity for children to be able to play.

    The method used in this paper is a reflective essay. This enables it possible for me to reflect on my role as a teacher and how I act in the different cases.

    The reflective part of the essay focuses on answering posed questions, with the basis of discussion being the Swedish curriculum for preschool and its influences. Further, the essay discusses the origin of my own ideas about how children should play originate from. The focus then moves to a sociocultural perspective, specially how children learn and develop when they interact with each other. This section of the essay also discusses norms at preschool, developed from an interpretation of the curriculum, as well as existing ideas about children playing and children as competent learners. Finally, the essay also discusses current research on children and how they play, as well as current research on the importance of involved teachers, put in relation to the two children portrayed in the presented cases.

    My conclusion is that the teacher is subject to the curriculum, and needs to act according to its content. A significant part of the work is creating a safe environment for the children. The curriculum of the Swedish preschool, and the implicit theories that help shape it, act as a guide to the teacher’s actions. It states that children should explore the world around them; hence there are norms about how a child should play.

    Keywords: preschool, free play, social interaction, norms, involved teachers, curriculum 

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  • 233.
    Delic, Gordana
    Södertörn University, Teacher Education.
    Matematik i förskolan: Förskollärares förhållningssätt till matematik2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine the experiences and preferences of preschool teachers in Mathematics, and analyze how they apply their visualization of Mathematics in preschool. The study aims to examine how the teachers' own perceptions form their mathematical subjectivity and mathematical skills.

    Data collection was done through interviews. Six preschool teachers from two different preschools participated in the survey. The teachers spoke about their own mathematical experiences in school and talked about their experiences in working with preschool children.

    The results show that the participants have a positive attitude towards preschool mathematics. It also shows how their mathematical subjectivity changed over time due to increased knowledge and experiences that they create through working with children. Before the curriculum was introduced in 1998, the preschool teachers' understanding of mathematics comprise only of children learning to count. With the new curriculum, the preschool teachers were able to have the opportunity to develop their understanding about preschool mathematics. The participants in this study did. All six preschool teachers in this study showed that they have a mathematical awareness with a varying degree in competence development depending on the individual's interests, commitment and experiences.

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    Matematik i förskolan
  • 234.
    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.

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    Vi är olika med lika värde
  • 235.
    Dijana, Matic
    et al.
    Södertörn University, Teacher Education.
    Pamela, Acevedo
    Södertörn University, Teacher Education.
    Det ska vara roligt på förskolan!: En kvalitativ studie om fyra förskollärares tankar och förhållningssätt kring barns inflytande2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study examines how preschool teachers are working together with the children, and how much the children actually influence the work. In order to examine this, a qualitative study has been made, examining four preschool teachers thought and attitudes towards children's influence in some of the most important parts of their daily work. The study examines how preschool teachers are working with the children's influence in early childhood education. This is also the main purpose of the study.

    The questions made in the study to answer the main purpose are:

    • What does the preschool teacher think of the term democracy in general?
    • What do preschool teachers think about children's influence and how do they work practically with this in their daily work?
    • How does the preschool curriculum define children's influence?
    • To what extent does children's influence get limited in the daily work?

    The study has used previous research about children's influence in preschool andalso uses the preschool curriculum and the CRC. It shows that the participating preschool teachers working with children's influence within the various parts of preschool activities do so by taking advantage of the children's interests and opinions. At the same time, there may be situations where the children are not given as much influence. The study also shows that teachers assume the perspective of children and child perspective.

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  • 236.
    Dincer, Cafer
    Södertörn University, Teacher Education.
    Programmering in på schemat i ny skolstrategi: En kvalitativ studie om programmering inom teknikundervisningen på mellanstadiet2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the survey is to find out what material for programming as a teacher uses in technology education in grades 4-6. Another aim is to investigate how the problem solving ability are trained in these teachers' teachings, and why the teachers use these materials. In order to answer the purpose and the questions, interviews and observations were used as methods. In this study, I came from the theories of computational thinking, constructivism and constructionism that the theorists believe are important mindset and skills for success in programming. The result shows that teachers use varied materials in the teaching and it turned out that the students practiced problem solving regardless of material. However, the teacher's didactic choice decides if and how much it will do it.

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  • 237.
    Djedovic, Irma
    Södertörn University, Teacher Education.
    Analys av ämnesspecifika begrepp i kraft: En jämförelse mellan två läroböcker i fysik för årskurs 4-62016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this paper is to compare the subject-specific concepts and their use in two chapters dealing with the subject force in two different physics textbooks for grades 4-6. To achieve the aim, the following questions have been formulated:

    • What subject-specific concepts are used and how often?
    • What representations are used to clarify the subject-specific concepts?

    To achieve the purpose and the issues raised in the paper, the chapter will be analysed with two different content analysis. The material will then be analysed based on Vygotsky's theory of the development of scientific concepts.

    The results show that both chapters have about as many subject-specific concepts in comparison to the rest of the words in the chapters. One of the chapters show greater variety of representations with different contexts than the second chapter. Both chapters have used everyday contexts when the subject-specific concepts were explained, but one of the chapters show that different contexts were used depending on the subject-specific concepts.

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  • 238.
    Djedovivc, Irma
    Södertörn University, Teacher Education.
    Ämnesinnehållet i läroböcker: En undersökning av de ämnesspecifika begreppen i kemi2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this paper is to analyse the use of subject-specific concepts in chemistry books within a chosen topic. The following questions have been formulated:

    • What subject-specific concepts are present and with what frequency?
    • In what way, do they clarify the subject-specific concepts?

    To achieve the purpose and the issues raised in the paper, the chapter will be analysed with two different content analysis. The material will then be analysed based on Vygotsky's theory of the development of scientific concepts.The results show that the chapters use different subject-specific concept.

    In addition, the amount also varied significantly. The frequency of the subject-specific concepts was low in all three chapters. The chapter had a large variety of representations, but the chapters showed no resemblance to how they were clarified. The study can be interpreted as demonstrating that the textbooks have very different subject content, which in turn, given the role of the textbook in the study, can influence the subject knowledge acquired as a student.

  • 239.
    Djeordjic, Tijana
    Södertörn University, Teacher Education.
    "Jag har bara sagt det så, för att andra inte ska skratta åt mig": En kvalitativ ämnesdidaktisk studie om traditionella könsroller ur ett elevperspektiv2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [no]

    The purpose of this study is to find out from a didactic perspective, how traditional gender roles emerge in the classroom and the conceptions of traditional gender roles. This is explored from a student’s perspective. The theoretical frame of this study is gender system, which consists of the principles of separation and hierarchy. The survey is conducted in two classes in third grade. This study answers following questions:

    • How do traditional gender roles appear in the classroom from a student´s perspective?
    • Which conception exist about traditional gender roles from a student's perspective?

    The study is based on observations and interviews, which is analysed of the gender system theory and the theoretical concept traditional gender roles. The results of this study show that the students' behavior in the classroom and their thinking are mostly based on the traditional gender roles, which is characterized mostly by the principles of separation and hierarchy.  However, some situations and statements show a change, in which the principles of separation and hierarchy are questioned. The individual situations reflect that the transfer of the gender contract is minimized from one generation to another.

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  • 240.
    Djeordjic, Tijana
    Södertörn University, Teacher Education.
    Jämställt eller inte?: En undersökning av läroböcker i ämnet engelska för årskurs tre utifrån ett genusperspektiv2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to find out whether and to what extent there has been a change in how boys/men and girls/women are represented in textbooks which are used for teaching English in the third grade of primary school. The study compares six textbooks published between the years 2002 and 2017 to investigate the purpose of this study. The theoretical framework of the study is Hirdman’s (1988) two gender principles (separation and hierarchy) and terms such as equality, male and female. The study uses a quantitative research method to analyze texts and images in the textbooks. To fulfill the purpose of this study, the following questions are investigated: - Are girls/women and boys/men represented to the same extent in the texts and images in the textbooks used for teaching English in the third grade? Has this changed over time? - What characteristics are associated with girls/women and boys/men in the texts and images in the textbooks used for teaching English in the third grade? Has this changed over time? The results of the study show that men are represented more often in text and images overall, especially in the books that are published in 2017. However, in one of the books, which was published in 2003, men and women are represented equally frequently (50% men and 50% women) in the images. For the categories active and passive, men are more often portrayed as active and women are more often as passive both in the text and in the images. However, in the books from 2002 and 2003, men and women are portrayed as active almost equally often in the text and the images. Furthermore, while the frequencies are relatively low, the results show that men are often portrayed as being strong. Nevertheless, in three of the six analyzed books, the same number of men and women are portrayed as being strong. For the category beautiful, only men are portrayed as beautiful and no woman is portrayed as beautiful in the six analyzed books. The last category that is analyzed is sport. The results show that the number of men shown to be doing some sport activity is higher than for women. One general conclusion that can be drawn regarding whether the representation of men and women has changed over time is that the most recent books show gender inequality when subjected to closer scrutiny.

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  • 241.
    Drakler, Sarah
    Södertörn University, Teacher Education.
    Är det farligt att vara barn?: En kvalitativ undersökning baserad på intervjuer med barn i årskurs ett om vad som påverkar barnens lekvanor på fritidshemmet2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of my study has been to investigate, based on the children’s perceptions, what obstacles and opportunities they encounter in the outdoor play at the leisure home, which affects their playing habits. I interviewed eighteen children during four interview sessions at a school in Stockholm, Sweden about their outdoor play habits at the leisure home. To investigate this, I have used affordance theory, which is linked to the physical environment and the social environment. Affordance is about what meaningful offers an individual perceives in an environment and its material.

    The results showed that the children seem to be in a dangerous world according to the staff who set restrictive rules to protect them. The schoolyard, which should be a safe place in the other hand can contain several dangers that I have identified. The danger here are about the various factors that affected the children’s opportunities for physical activity. Previous research shows this fear of exposing children to risks is common in today’s society, it also shows how children’s opportunities for physical activity are diminishing.

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  • 242.
    Duvner, Kajsa
    et al.
    Södertörn University, Teacher Education.
    Ring, Karin
    Södertörn University, Teacher Education.
    Förskolegårdens miljö: Föreställningar och förväntningar omförskolegårdens olika platser och material2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to gain deeper knowledge in how the outdoor environment and materials in the preschool yard affect children in their play and what thoughts the preschool teachers have about it. In order to achieve this, we researched which environment in the preschool yard is the most popular among the children and why. In addition, we investigated if there are any differences between boys’ and girls’ choice of place.The methods used are quantitative observations, using an observation schedule, as well as qualitative interviews with preschool teachers. The study was conducted from a sociocultural perspective and with relational and relative understanding of space. This means that what occurs in the preschool yard is not only based on the physical but also on social relationships and beliefs. The expectations that exists about play areas and materials in the preschool yard are the main focus of this study. Where the location itself is not necessarily what determines where the children play and what they are playing with.In this study, it appears that even though it initially seemed as if children's play determined where they chose to play in the yard, it is the expectations and beliefs about the different places that affect the children’s choice of place. Even though the children themselves choose which games they want to play, the expectations and rules that exists will steer where the children's plays are performed. Moreover, it is also proven that there were no significant differences between girls' and boys' choices of place in the preschool outdoor environment and neither in expectations based on the children’s gender.

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    Förskolegårdens miljö
  • 243.
    Dymock, Yosabeth
    Södertörn University, Teacher Education.
    Vi behandlar andra så som vi själva vill bli behandlade: En studie om att undersöka och problematisera regler inom fritidshemmet utifrån generationsmaktordningen2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study has been to explore and problematize how rules affect the superiority educators have in relation to pupils, based on the generation power structure. As a basis for the result are qualitative observations from three recreation centers and qualitative interviews with four educators from these. The empirical material is analyzed with the help of social constructivism and a childish perspective. These theories are based on the assumption that we socially construct our reality as well as to see injustices and subordination based on an age and power perspective. The results show that the recreation centre is a complex arena where pupils are expected to navigate between rules that are visible, invisible, changeable and difficult to interpret. It also shows that rules are made visible through reprimands that take place in different situations and in different ways. During the interviews, pupils resistance to rules is described, but is not entirely unproblematic because of the way educators interpret the resistance and value it. One conclusion is that rules, how they are created and how they are maintained reinforce the superiority educators have in a partially unjustified manner. But that this is something that can be challenged and renegotiated.

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    Vi behandlar andra så som vi själva vill bli behandlade
  • 244.
    Dökümcü, Songül
    Södertörn University, Teacher Education.
    Partiklars rörelser i fast form, flytande form och gasform: En multimodal analys av tre läroböcker inom naturorienterande ämnen för årskurserna 4-62017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this work is to study, from a multimodal perspective, how the particle theory of matter is portrayed by different representational modes (text, pictures, etc.) in science textbooks for Swedish compulsory school grades 4–6.

    This study aims to answer the following questions:

    •       How are representational modes used in the presenting of the particle movements in science textbooks?

    •       How does representational modes interact in the presenting of the particle movements in science textbooks?

    This study is based on a qualitative multimodal text analysis of selected textbooks using a model that takes into consideration the use of and interplay between text, illustrations, pictures and other forms of presentation.

    Results show that the particle theory is presented in similar way in each of the texts. Particle theory of matter is presented mainly by means of illustrations supplemented and reinforced with text. Motion of the particles are indicated using different representations and the particles themselves described as diversely as candies or butter. Textbooks use the reader’s general knowledge as a base and to connect with the specific subject content. The interplay between modes can be contradictory such as in the case where text describes molecular concepts and the illustrations focus on particles.

  • 245.
    Ebersköld, Emelie
    Södertörn University, Teacher Education.
    Besitter du några kommunikativa kompetenser?: En studie om hur elever i årskurs 5 upplever muntlig kommunikativ kompetens i svenskundervisningen2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 246.
    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.

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    Emelie Ebersköld
  • 247.
    Eddestål, Mathilda
    Södertörn University, Teacher Education.
    Samverkan med vårdnadshavare på mångkulturella förskolor: En kvalitativ studie om fyra pedagogers tankar kring kulturell mångfald och dess inverkan på samverkan2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Cooperation with guardians in multicultural preschools - A qualitative study of four educators’ ideas about cultural diversity and its impact on cooperation Author: Mathilda Eddestål Mentor: Åsa Arketeg Term: Fall 2016 Abstract: The purpose of this study is to research educator’s communication strategies in multicultural schools, based on whether the educator’s weights in the multicultural background of the child’s guardian(s) in the cooperation process. My research questions are: - What communication strategies have educators to achieve cooperation with the guardians? - In what way is the cultural background of the guardian being considered by the guardians in cooperation? To answer these questions, I have made a qualitative study with semi-structural interviews as a method, which are completed with educators working in multicultural pre-schools. A conclusive finding of this study shows that there is no clear assertive view about whether the educator should or should not take heed of a guardian’s multicultural background. Taking the full span of this study into consideration, I would argue that educators puts great effort to emphasize the structural boundaries of their institution and trying to communicate this to the child’s guardians. However, time and resource constraints limits this effort to a formal directive, rather than a pragmatic execution. The end results gathered from this study is that this specific area should get a lot more attention from managers to give educators the chance to reach the goal marker considering their mission to cooperate with the child’s guardians in an intercultural way.

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  • 248.
    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. 

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  • 249.
    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? 

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  • 250.
    Ekberg, Cecilia
    Södertörn University, Teacher Education.
    NO-undervisning i olika lärandemiljöer: En jämförande studie med F-3 lärare från kommunal respektive Ur och Skur-regi2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to examine how teachers in grades F-3, in public schools and I Ur och Skur schools interpret the curriculum text regarding range of animals and plants in the environment in science instruction, and how they describe their work with this. The study will also study if the work in the field of animals and plants in the local environment differs between these types of school. The study is based on the following questions:

    1. What factors determine whether the teachers engage in teaching indoors or outside in the field of animals and plants?
    2. How do the teachers interpret the curriculum text that concerns the area of ​​animals and plants in the environment?
    3. What are the learning opportunities that these teachers consider regarding the outdoor learning?
    4. What difficulties are the teachers reporting regarding the students learning?
    5. Are there differences between responding the teachers’ descriptions regarding the area of animals and plants in the environment than public schools and I Ur and Skur schools? If so, how?

    In this study, O'Brien and Murray's theoretical model has been used as a tool for the analysis. The method has a quantitative methodology, questionnaires, and a qualitative approach, interview. This is chosen to be used to find out how teachers in different school forms describe their work with animals and plants in the immediate environment. The result shows that the majority of teachers in both types of schools describe the use of the outdoor environment in connection with the training module. Teachers described the opportunities in all six categories from O'Brien and Murray's theoretical model (ref. O'Brien & Murray 2007, p. 255). The main difference between the different schools are the time devoted to teaching this module, were public teachers on average spend 10,5 hours/term while I Ur och Skur teachers on average spend 25 hours/term.

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    NO-undervisning i olika lärandemiljöer
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