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  • 251.
    Eriksson, Linnéa
    Södertörn University, Teacher Education.
    "Skönt med en så fri uppsats" eller?: En studie om musikens mångtydiga plats i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to investigate how the music as a discipline has been given a certain role in the preschool setting both from the curriculum, but also when it comes to how the preschool teachers, with different musical background, reflects upon and practice their knowledge or non-knowledge of popular music in preschool.

    Through case study with observations and interviews, four themes have been explored from Foucault’s theory of discourse, discipline, knowledge and non-knowledge, 1. The curriculum’s contribution of shaping music as a discipline. 2. The instrumental use of music and it’s unspecific place 3. Music as knowledge and non-knowledge, and 4. Inadequacy and free interpretation of the curriculum. The result of this study showed that the curriculum contributes to make music as a discipline ambiguous through how the music is portrayed in relation to other subjects as mathematics. The pedagogue’s different practices and reflections about the music shows on widely different pictures of what working with music involves and all of this makes the music's status unclear and therefore takes many different shapes and definitions with the work of music where the perception of musical work can change a lot from pre-school to pre-school.

  • 252.
    Eriksson, Malin
    Södertörn University College, Lärarutbildningen.
    Undervisning av elever i behov utav särskilt stöd: Fyra skolors arbetssätt2007Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [en]

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

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

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

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

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

  • 253.
    Erling, Daniéla
    Södertörn University, Teacher Education.
    Pedagogers förhållningssätt till begreppet blyghet och blyga barn2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Pedagogue’s approach to the definition of shyness and shy children

    The aim of the study is to investigate the pedagogue’s approach and the definition of shyness and shy children, how their approach could affect the children’s learning and development. The study analyzes how the pedagogue’s meets the children and how they are applied to improve the children’s learning and development.

    The theoretical perspective of the study is based on Daniel Stern’s Developmental psychology. The methods used in the study was observing children in group and qualitative methods with interviews of the pedagogues.

    The result indicates that the pedagogues has some awareness about the definition of shyness and the shy children. It has to be a bigger awareness about what signals you tend to give the children even though you do not have that in mind. 

    The pedagogue’s had good working strategies and approached the work the same way. They also insisted about working with children in smaller groups and worked on trying to prevent children from having low self-esteem.

  • 254.
    Ernsth, Elin
    et al.
    Södertörn University, Teacher Education.
    Bunge, Kirsten
    Södertörn University, Teacher Education.
    "Det är fröken som bestämmer": En kvalitativ studie av pedagogers och barns uppfattningar av vilan i förskolan och barns möjlighet till delaktighet och inflytande2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 255.
    Espinoza, Eduardo
    Södertörn University College, Lärarutbildningen.
    Elevers utveckling i den matematiska tänkande: Exempel från en fristående skolan profilerad i matematik2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The primordial purpose of our studies has been carrying out a detailed research to describe methods or work procedures in the teaching and application of the mathematics, at a school based or alignment on the mathematics instruction. To be able to study the pupils in their development of the mathematical thinking.

    We have carried out a detailed investigation, in the previously mentioned school using the ethnography observation methods directly in the place of the facts. Where it was possible to verify that the mathematics lessons were a consequences of the methods or work procedures which made us deduce that this school did every possible effort to stimulate all the pupils to be better and particularly talented pupils individually to develop one’s talent by means of the following results:

    · Develop the logical thinking

    · The self-critical ability

    · The attitude of the teacher/communication

    · A positive work atmosphere

    · Organization of the school and the class

    · Formation of the theoretical knowledge

    Keywords

    Mathematical thinking.

    Pupils

    Independent school

  • 256.
    Esso, Sleyman
    et al.
    Södertörn University, Teacher Education.
    Kemendi, Behram
    Södertörn University, Teacher Education.
    Problemlösning i matematik i en- och flerspråkiga klassrum2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    English title: Problem-solving in mathematics in unilingual and multi-lingual classrooms Term: Autumn, 2016 Author: Sleyman Esso & Behram Kelmendi Supervisor: Natalia Karlsson

    Several studies have shown that students’ difficulties with problem solving in math mostly depend on their lack of language skills and not their numeracy (mathematical abilities). It is very important that educators have a didactic perspective on education where they take into account which kind of students they have, what and why they should learn this and how to organize the work so that all students have the same opportunities to develop.

    The overall aim of this study is to evaluate which conditions students in unilingual and multi-lingual classrooms get to develop their understanding of problem solving in mathematics in grade 3. The aim is to examine how teachers teach problem solving in grade 3 in unilingual and multi-lingual classrooms, and to investigate how students perceive and understand this teaching.

    The aim is concretized in the following questions: How problem-solving introduces and how does the teaching look like? What problem-solving tasks are used and how are they solved? How do students reason and discuss about the lessons and the problem solving tasks?

    We have chosen to do a qualitative study and the methods we use are 8 student group interviews and 4 observations. The theories this study is based on are Pólyas four phases in problem-solving, zone of proximal development and scaffolding.

    On the basis of our results we came to the conclusion that three out of four teachers don’t work with problem-solving in mathematics often enough and that the tasks their students were given were not at their potential level of development, since they were not accustomed to encountering too much of a challenge. We have furthermore come to the conclusion that teachers who have a majority of pupils with Swedish as a second language seem to avoid the work with problem solving in mathematics.

  • 257.
    Falk, Ellinor
    Södertörn University College, Lärarutbildningen.
    Skolan - klassfrämjande eller klassutjämnande: En undersökning om vad tre lärare tänker om elevers hanterande av den ansvarstagande elevrollen.2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Children from different backgrounds, cultures and home environments attend school everyday. The educational system of today focus on the importance for every individual pupil to take responsibility, in order to gain knowledge. From an early age should the pupils learn how to work independant and take responsibility for their education. My questian, and what I have decided to discuss in this paper, is wether everyone has the same opportunity to gain knowlwdge and learn trough this method. In preperation for this essay I read litterature where the authors claims that this kind of educational system is not for everyone, but it benefits those pupils that comes from a middleclass background.

    So, is our school system fair and equal? Can everyone, no matter what social and cultural group they belong to, get the education thay have right to? In order to get a deeper understanding I interviewed three teachers that works in different schools. The conclusion in this paper is based on these interviews, so it is not to be generalized. The paper has three major hedings; The national curriculum and individual responsibility, those who benefits, how does one help?

    The results of the paper, and the conlclusion of the interviews, shows that it is crucial for the pupils to have been thaught from a very young age, to take responsibility for their own learning. The teachers also agreed that those who benifits from this kind of educational system has supportive parents that value the need of education. This despite which ethnic, social or cultural group they belong to. All pupils must be aware of the curriculum, and the teaching needs to be individualized.

  • 258.
    Farahani, Nader
    Södertörn University College, Lärarutbildningen.
    Gender in schoolbooks: A text analysis of Swedish schoolbooks on religion2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The intention of this essay is to critically analyze which perspective on gender that is conveyed in schoolbooks on religion in contemporary Sweden. The main question is: what gender perspective is conveyed in schoolbooks on religion? The sub questions are: what does the writer emphasize and what has the writer excluded from the text? Are the historical and discursive aspects of gender presented in the schoolbooks? What remains to be developed regarding the gender perspective in the schoolbooks?Earlier research has shown that men are overrepresented in the schoolbooks and that women and men are shown in stereotypical ways. This study highlights whether two books, written for the A-course in the upper secondary school and printed in 2007 and 2008, have been influenced by the recent requirements on equality in teaching material.The method used is a text analysis built on critical theory and Yvonne Hirdman’s theory of the gender system. The analysis is based on gender theory.The result shows that gender issues mainly are not regarded as important for religion in schoolbooks, when women are visible it is mostly their social role within religions that is represented and explained. The gender system of the religions is excluded from the text. The main conclusion from this study is that the schoolbooks need a more profound gender perspective, where masculinity and femininity are dealt with as human-created concepts.

  • 259.
    Fast, Alexandra
    Södertörn University, Lärarutbildningen.
    Mobbning: en undersökning om antimobbningsarbete2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta examensarbete belyser hur svenska skolor arbetar mot mobbning. Mobbning är ett stort problem som orsakar stor oro bland skolbarn. 1969 ville läkaren Peter-Paul Heinemann uppmärksamma mobbning då han upptäckte att många barn blev mobbade och att vuxna inte brydde sig. 1973 forskade psykologen Dan Olweus kring pojkars beteende kring mobbning. Detta var början till antimobbningsarbetet.

    Det finns ett flertal antimobbningsprogram och jag har valt att undersöka Friendsprogrammet och Olweusprogrammet. Skolverket har även sammanställt en rapport rörande effekterna av dessa program. Jag ville också undersöka hur barn definierar ordet mobbning.

    För att komma fram till undersökningsresultat rörande dessa två ovanstående antimobbningsprogram och barns definiering av begreppet mobbning har jag forskat i vetenskapliga  undersökningar och litteratur samt även utfört intervjuer med barn i åldrarna 7-9 år och skolpersonal. Jag valde två skolor som arbetar med dessa två program och barnintervjuerna gjordes med tillåtelse av barnens föräldrar. Intervjusvaren jämfördes sedan med de vetenskapliga rapporterna och litteraturen.

    Slutsatsen av min undersökning är att dessa två program har både för- och nackdelar. Olweusprogrammet kräver resurser och tid. Friendsprogrammet involverar barnen som riskerar att få en utsatt position. Barnen kunde utan problem definiera innebörden av mobbning.

  • 260.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    Ett pentagramperspektiv på responsiv undervisning och bedömning mot likvärdig musikundervisning inom gymnasiets estetiska program: Vem? Vad? Var? Vart? Med vem?2018In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, p. 42-Article in journal (Refereed)
    Abstract [en]

    Earlier interview studies of electric guitar playing girls in upper secondary schools, shows clearly that taken for granted knowledge values are connected to specific genres or styles, and to specific actions and behaviours related to these style. It is also obvious that the interviewed students, not least depending on sex, relate differently to these values. One statement based on the results of the interview studies with five electric guitar playing girls is that the role of the teacher becomes important when it comes to contribute to equal teaching and learning of music. The question is what the teacher needs to know and handle. In the article a pentagon model for responsive teaching is mirrored towards the girls’ experiences of ensemble education, aiming to make clear and discuss possibilities for equal teaching and learning. The connection to the special number of EDUCARE is not least the risk that arts values can conserve traditional gender roles in music educational settings.

  • 261.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education. Luleå University of Technology.
    Master seminars in music education across eighteen years: Inclusion, equality and democracy as lived experience2019In: Advancing Music Education in Northern Europe / [ed] Herbert, David & Bakken Hauge, Torunn, Abingdon, Oxon: Routledge, 2019, p. 38-49Chapter in book (Refereed)
    Abstract [en]

    As a newly enrolled master’s’s student in music education, my supervisor sent me to Oslo and my first Nordic Network for Music Education (NNME) seminar, my first real academic experience. Then, as well as now, the NNME network plays a very important role for students and scholars in a rather small and Northerly situated institution. I was totally overwhelmed by interesting research presentations, an atmosphere of skill and curiosity, as well as generosity and openness, when it came to both academic communication and social activities. I think the feelings that permeated that first seminar in 1999 have for me influenced all following NNME seminars and steering group meetings, as well my expectations all through academic life. Highlights from that experience can be seen as expressions of inclusion, equality and democracy, concepts that I will come back to all through this text. I will reflect upon how I have been included, how my voice has been heard and listened to and how I have experienced democracy as a participant in NNME activities. I will also explore how, together with others, I have contributed likewise within different roles in NNME settings, and how the different content, themes and methods of the seminars have developed intertwined with the inclusive, equal and democratic atmosphere. This chapter will start with a picture of my journey from a master’s’s student, through the role of PhD student, teacher, keynote speaker, member of the steering group and application writer, which also will function as a red thread through the chapter. Next comes a theoretical introduction where the mentioned concepts will be philosophically based, and thereafter follows a section where inclusive, equal, democratic music education in practice will be questioned and discussed. Finally I will share some thoughts about the future. Thus I will illuminate the different angles of inclusion, equality and democracy that have characterized my participation and experiences while taking part in NNME seminars across 18 years.

  • 262.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, School of Culture and Education, Education.
    Hentschel, Linn
    The (female) Situated Musical Body: Aspects of Caring2019In: Per Musi, ISSN 1517-7599, p. 19-Article in journal (Refereed)
    Abstract [en]

    The starting point for the study presented in this article is constituted by experiences of using Simone de Beauvoir’s philosophy aiming to describe and understand the becoming of musical women in Swedish schools. Earlier research conducted outside the area of music shows that Beauvoir’s theories can help to explain – and provide means of change for – situations where there is a risk that traditional gender roles will be conserved. A majority of gender studies in the field of music education are based on the performativity theory of Judith Butler. In comparison, de Beauvoir states that repetitions and habits are stratified in the body as experiences, and that human beings are able to make choices in a situation. The aim of the study is to explore how caring is nurtured among girls in Swedish music educational settings. Material generated through two phenomenological studies conducted within specialist music programs in lower respectively higher secondary education in Sweden, constituted the empirical base for conducting re-analysis. This re-analysis followed a hermeneutical phenomenological analytical model. Examples of how caring seemed to be nurtured among girls in music education appeared at different levels and in different situations. It concerns actions made by the girls aiming to make the social and musical setting function in agreed upon “good” ways, namely in the form of taking initiatives, filling “gaps”, and being flexible, andbecoming (aware) musical women. Finally we reflect upon causes and changes in relation to actions that seem to establish and maintain female students as immanent, and non-able to run their own projects, to speak with de Beauvoir. 

  • 263.
    Fitwi, Leila
    et al.
    Södertörn University College, Lärarutbildningen.
    Atterlid, Camilla
    Södertörn University College, Lärarutbildningen.
    Att vara lärare i en mångkulturell skola2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    This thesis will discuss teachers handling of the background, experience and earlier acquired knowledge of students. Our aim is to study the teachers’ use of the cultural knowledge that of which the students already possess and the consideration the teachers have for the students own parental tongue. From this we want to see if there are any obstacles or pits with the work of gathering up experiences. The study is based on interviews with seven different teachers at a multi cultural elementary school in one the suburbs of Stockholm. We have in our thesis four central question formulations which this study rests upon and will be answered by our informants. The interviews will also help us to answer the question of the attitudes that the teachers take up towards the students and the impact of the near society.

    The results of the interviews have been analyzed and they have given us an understanding that there is a multitude of factors that affect and obstruct the teachers’ work in taking charge of the students own experiences. Another result that we have come across from without the interviews made and our own analysis of them is that the teachers own attitudes and experiences are of great importance towards this work. A great awareness of self is therefore required as a teacher.

  • 264.
    Flyxe, Johanna
    Södertörn University, Teacher Education.
    Att samtala om ett barn: en vetenskaplig essä om utvecklingssamtalet i förskolan2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna vetenskapliga essä handlar om ett, från pedagogens perspektiv, egenupplevt utvecklingssamtal och de bedömningar av barnet som sker inom ramen för detta samt de olika ageranden såväl som alternativa ageranden vilka är och kunde ha blivit möjliga under detta samtal. Utvecklingssamtalet på förskolan är ett institutionellt samtal med ett specifikt syfte att avhandla barnet och ska även resultera i en vidare utveckling för barnet. Bedömning (utvärdering, granskning, utveckling) på förskolan ska i enlighet med de senaste läroplanerna göras på själva verksamheten samt pedagoger och miljö, inte på barnen. Trots detta, menar denna essä, görs bedömning av barnen. Utifrån diskursteori samt hermeneutik reflekterar denna essä kring frågan hur barnens bedöms inom ramen för utvecklingssamtalet, hur olika tolkningar av utvecklingssamtalet påverkar samt vad ett bra utvecklingssamtal kan vara. Å ena sidan finns en nedskriven diskurs inom vilken verksamheten bedöms och godkänns. Å andra sidan finns en muntlig version där barnet bedöms och där man på detta sätt anpassar sig efter en normalitet. Utvecklingssamtalet och pedagogen styrs av flera olika diskurser och åligganden. Då den nedskrivna officiella pappersversionen i denna essä inte räcker till för att svara på vårdnadshavarnas fråga om barnets normalitet frångås mallen vilket skapar en osäkerhet men också ger möjlighet till en annan dynamik i samtalet såväl som nya möjligheter för hur utvecklingssamtalet kan gå vidare. Hermeneutiken och filosofen Bornemark ger eventuella svar på hur dessa två världar kan närma sig varandra mot en mer öppen och unik väg framåt med hjälp av samtalet, fråga – svar samt den egna subjektiviteten i den professionella rollen på förskolan.

  • 265.
    Forsslund, Jennie
    Södertörn University College, Lärarutbildningen.
    Klasslärarens och specialpedagogens arbete med elever som har läs- och skrivsvårigheter: Kompensatoriska hjälpmedel som redskap i undervisningen hos elever med läs- och skrivsvårigheter2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The education in Swedish schools today should be for all children. This means that even if a pupil has reading and writing disabilities the education should be in the classroom with the rest of the pupils. The education should include every one.

    The aim of my study was to investigate the education with pupils that have reading and writing disabilities. I wanted to get a deeper knowledge about working methods that are used for pupils with these problems.

    In my study I have used qualitative research methods. I have used group interviews and observational studies. In addition to this I have also used informal interviews during the observational studies. One class teacher and one special teacher was interviewed and observed in the study.

    My results showed that pupils with reading and writing disabilities often were excluded from the classroom during a few lessons per week. The results also showed that the working methods that the class teacher and the special teacher use are different. The class teacher worked with the same working methods for all the children in the class while the special teacher was using the computer as a compensatory aid. For pupils with reading and writing disabilities the work with a computer as a compensatory aid is a motivating working method. The result also showed that cooperation between the class teacher and the special teacher is of great importance.

  • 266.
    Fredriksson, Peter
    Södertörn University College, Lärarutbildningen.
    Den Fjärde Basfärdigheten2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    This analysis is about the fourth basic competence and how you can define it, what it includes and if it is possible to find it in the new curriculum for the Swedish high school; Gymnasiereformen -07. The analysis was focused on the following subjects; Mathematics, Social science and Swedish. The aim with this analysis has been to create a summary in the field of information literacy and to define the fourth basic competence. The analysis were focused on and delimited by the following conceptions; information literacy, digital competence and the information search process. The sources of information has primarily been taken from the field of information literacy and statements from professionals in the fields of information literacy and education. The analysis concludes that you can find the fourth basic competence in the new curriculum for the subjects, Mathematics, Social science and Swedish.

  • 267.
    Frost, Merit
    Södertörn University College, Lärarutbildningen.
    Gruppdynamik och social gemenskap inom fallskärmssporten: ett elevperspektiv2009Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study has been to examine what students within the sport of skydiving think about their education and the social spirit of the community. The purpose of the study is thereby to answer the study's aim through the following questions; how does group dynamics and social solidarity work within the skydiving community, how do the students feel about group dynamics and social solidarity within the skydiving community, and what factors makes the students feel included or respectively excluded from the spirit of the togetherness?

    The theoretical part of the study focuses on group dynamics and groups overall. Further on earlier research within adventure sports and skydiving regarding group dynamics and community spirit is presented. My survey is based on 35 interviews with skydiving students.

    The result shows that the community spirit within skydiving sports is described by the students as very special, unique, and strong among the members. Overall the students have a very positive picture of the social solidarity within the skydiving sports but according to some students it also appears difficult to be included as a beginner. Excluding factors can be divided into two parts, educational factors and contacts with instructors, and time when the skydiving is called off for the day when some students do not know where to go, or who to talk to. Including factors are when people offer to help, give the students support or when they are invited to social activities during the evenings. My main conclusion is that the instructors and experienced skydivers attitude towards the students are very important to create a safe environment giving the students the confidence they need to get through their education. This is the most critical factor to make them feel welcome into the sport, and that they are also included within the spirit of togetherness. This key factor decides if they will want to stay in the skydiving community.

  • 268.
    Fröling, Emma
    Södertörn University College, Lärarutbildningen.
    Legitimation för förskollärare: Statens strategi mot ökad professionalisering2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay discusses the decision of licensing for nursery and school teachers. In Swedish society there has for a long time been discourse about professionalisation within various industries, including teaching. One strategy towards achieving professional status is official authorisation of a profession, which occurs when a profession obtains licensing. In February 2011, the Swedish government announced the decision that nursery and school teachers would be licensed. This means that only those with an education can be employed as a teacher and obtain that license. The Swedish school has a long tradition of both educated and uneducated personnel who can work as a teacher, so the introduction of licensing for teachers is a radical change and will affect all personnel within the school system. In this essay I aim to present previous research relevant to the study such as status, profession, background history regarding the preschool and its development.

    My interest lies in how licensing is perceived by preschool directors and what their perception is of nursery teaching as a profession. In my study, I chose to interview four nursery directors using a qualitative interview method, with a phenomenological and hermeneutic perspective. From the study emerge rich descriptions of the phenomenon, perceptions about both the licensing and profession of nursery teacher

  • 269.
    Fröling, Sofia
    Södertörn University, Teacher Education.
    Manliga pedagoger i förskolan: En kvalitativ studie om hur manliga pedagoger  känner sig bemötta av kollegor, barn och föräldrar. 2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study investigates whether male workers at the preschool feel treated differently from their female colleagues. My theoretical perspectives are gender and social constructivist theories are used in this study.

    When analyzing the results of the interview, variation is used as it highlights the understandings, attitudes and discourse of how people view each other in terms of their gender.

    During this study, I interviewed six male preschool workers and categorized their response in different themes. I formulated open ended interview questions in order to answer my research questions. The descriptions of the interviewees’ response were analyzed and the findings were written down.

     

    My findings from the interviewees shows that gender perception influence and affect how women and men are treated at the preschool. The results also shows that male workers at the preschool interact differently with children compared with the female ones.  

  • 270.
    Gadban, Hanna
    Södertörn University College, Lärarutbildningen.
    Språkbruk och identitetskonstruktion: Två parallella och ständiga processer i olika skilda världar : En etnografisk studie på en multietnisk arena2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 271.
    Gallegos Jr, Bruno
    et al.
    Södertörn University College, Lärarutbildningen.
    Nord, Linda
    Södertörn University College, Lärarutbildningen.
    Elevers känslor och tankar om betyg i år 92006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Marks do not only work as an acknowledge of the effort that has been made under a long period of time, but also as a receipt for eligibility to further studies. Within the political debate, marks have often caused a big discussion among the political parties. That is due to the obvious difference between the political parties on the left, and their counterparts on the right. However, there is one thing that they all have in common. Everyone of them have plans of measure within their political agenda, regarding the use of marks.

    The aim of this study has been to try to understand the way pupils think about marks. We have conducted a survey and several interviews with pupils from the final classes in the 9-year compulsory school to find out their experiences of the marks and how it affects them.

    According to our study, marks affects pupils in several different ways, both in a positive and a negative way. Some pupils feel stress or pressure, others gets motivated, and some might feel happy or depressed when they receive their marks. Regardless of what feeling the pupils have, one thing is for sure, marks do affect them in one way or another.

  • 272. Gardelli, Viktor
    et al.
    Persson, Anders
    Haglund, Liza
    Södertörn University College, School of Culture and Communication, Education.
    Backman, Ylva
    Coherentism as a foundation for ethical dialog and evaluation in school: value communication, assessment and mediation2011In: Educating for complex thinking through philosophical inquiry: Models, advances, and proposals for the new millennium : Proceedings of the 14th ICPIC Conference. / [ed] Marina Santi, Stefano Oliverio, Padova: Liguori , 2011, p. 13 s.-Conference paper (Other academic)
    Abstract [en]

    In this paper, we are mainly concerned with coherentism as an approach to ethical dialog in school. We have two different but connected aims with the paper. The first aim is to say something about general philosophical questions relating to coherentism as a theory in metaethics, and especially in relation to value education; the second aim is to explore some possible implications of coherentism as a method in studying the enterprise of discussing ethical issues and questions with children as well as the study of the actual ethical discussion in school. Furthermore, we evaluate the connection between a coherentistic approach to justification and the methodological parts of a Philosophy with Children, or Community of Inquiry, approach to ethics in school. Related to this, we scrutinize what implications this has for evaluating ethical learning within Philosophy with Children, or Community of Inquiry, as well as implications for evaluation of the Philosophy with Children, or Community of Inquiry, approaches as methods for dealing with ethical matters in school.

  • 273.
    Garehjalou, Melissa-Aynaz
    et al.
    Södertörn University, Teacher Education.
    Karagöz, Silan
    Södertörn University, Teacher Education.
    Den pedagogiska verksamheten inom sjukhusmiljön: En studie om barns behov och lekterapeuternas arbete inom den lekterapeutiska verksamheten2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    We want to immerse ourselves in what playtherapy means and how it can ease the hospital visit for sick children. We have chosen to investigate what opportunities the educational environment provides to support and stimulate children's play in hospitals. We want to investigate how the playtherapists reflect on the educational activities and how they plan the game and the environment in which it occurs. We have chosen to focus on three questions that will be answered in this essay: How does the environment promote children's play in the play therapy? How can the educational environment and the play support children in the play therapy activities? How does the play therapists reflect on play within play therapy?

    To investigate and get answers to our questions, we chose qualitative survey methods wich consists of interviews and observations. We find that these survey methods are the best way to gain relevant answers to our questions. We have chosen to use the psychoanalytic theory based on Maare Tamm's research in our theoretical starting point. In order to understand the importance of play for the individual's psyche and development we have also chosen to bring up the psychoanalytical theory witch many play therapists use in practice. In our result, we have come to the conclusion that the environment is one of the most important components in play therapy. The playtherapists method conducting the play sessions proved to be a developing factor in the development of children.

  • 274.
    Garnell Berg, Belinda
    et al.
    Södertörn University, Teacher Education.
    Miljkovic, Andjela
    Södertörn University, Teacher Education.
    Pedagogers förhållningssätt till barn som får koncentrationssvårigheter i förskolan: Koncentrationssvårigheter i teori och praktik2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this examine is to analyze how teachers in preschool respond, adapt and relate to children who have concentration difficulties, and how it can be related to the knowledge and perspective to concentration problems set forth in the policy documents and research. This through a qualitative research where we interview five preschool teachers.

    The method we chose was qualitative research, where we through five interviews collected our empirical material. All informants were preschool teachers and worked at preschools around Stockholm.

    The format of the exam is divided into four chapters, introduction, results, analysis of the results and discussion and conclusion. The results are analyzed by the relational and sociocultural perspective, and shows that preschool teachers have a good knowledge of children with concentration difficulties, but the knowledge gap may depend on a collision between the preschool policy documents and research on children that gets concentration difficulties.

  • 275.
    Gill, Peter
    Södertörn University College, School of Culture and Communication.
    Omvalet: En studie kring orsaker och påverkande faktorer för elever som gör omval på gymnasiet2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The reason why this study has been made is the fact that a substantial part of students in the upper secondary school changes their field of study, during or after their first year. The aim of this study is to find out the reasons behind such changes as well as finding out the affecting factors. The study has been made in two steps, first quantitatively by a poll study and the second step is qualitative by interviews. This research has been made in both private schools and municipal schools, with the ambition to search for differences between these two separate school forms. The study shows that no general differences can be found in a comparison between them. This whole study takes its viewpoint in a Social constructivistic perspective with influences from structuralism and interculturalism. The result of this study shows that the reasons that are most significant for the students who change their field of study are general discomfort with their first choice, as well as discomfort with their teachers and school friends. A to rapid study pace is also a major reason for changes The factors that have had most impact on the students are social factors like family, friends and educational guidance, and their personal feeling or intuition. In this research, comparisons between ethnicity, social status and sex have been made to reveal patterns and reasons which could have an effect on students when changing their field of study.

  • 276.
    Giraldo, Tony
    Södertörn University College, Lärarutbildningen.
    Specialpedagogik förr och nu: Tre stockholmsskolors specialpedagogiska arbetssätt2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Abstract

    This paper is about the organisation of the special needs education in three nine-year compulsory schools in Stockholm and the pedagogical thoughts and theories that underlie these organisations. The main purpose of the paper was to investigate whether the special needs education of these schools should be interpreted in accordance with a segregating or an including view on integration as these perspectives are presented by the Norwegian professor Peder Haug. In addition to this I also wanted to investigate if there were any historical arguments in favour of one or another of these perspectives that were still being put forward in today’s debate.

    The methods that I used were a study of literature regarding special needs education and interviews of a qualitative character with three special educationalists and a special teacher that were working on three different nine-year compulsory schools in Stockholm.

    The result of the study shows that a big part of the special needs education of the schools that I visited can be interpreted in accordance with the segregating view on integration.

    The organisation of the special needs education of the three schools differed slightly from school to school but the common trait was that the largest part of this work took place outside of the student’s regular classroom and sometimes outside of the scheduled school day.

    Two of the schools had special groups where students that were believed to have a need of special education got some, or their entire schooling. That the schools chose to build a big part of their special needs education upon solutions that should be regarded as segregating was motivated on the basis of an effect oriented view on education. According to the persons that I interviewed the weakest students had to be given an opportunity to learn as much as the others, and the most effective way of accomplishing this was by giving them education outside of the normal classrooms. Another reason for giving priority to effective learning, at the expense of the participation in the social life of the regular classrooms, were the common goals set up by the national school curriculum.

    Furthermore the special educationalists that I interviewed argued that segregating special needs education wasn’t stigmatising for the students that got it. On the contrary this type of education could strengthen its students self esteem compared to classical school education,

    in which weak students often failed. To give this type of students an opportunity to learn separated from the other pupils was to give them an opportunity to succeed.

  • 277.
    Golabek, Mariola
    et al.
    Södertörn University, Teacher Education.
    Janneh, Sophia
    Södertörn University, Teacher Education.
    "Jag skriver" - yngre barns anammande av litteracitet2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim with this research is to get an idea ​​how younger preschool children embrace literacy in spontaneous activities, started by themselves or together with other people. We want to pay attention to and delimit the literacy events and investigate, interpret and understand what happens in the interaction between the children and between children and the material in the preschool environment. In addition to get an understanding how the children interact with the material in the physical environment and what strategies they use in the encounter with literacy. We hade to observe the children closely, in order to achieve that we conducted, an ethnographically inspired study, we can interact and observe children for a longer period. That helped to give us the opportunity to get closer to the children and we were regarded as a natural part of the group. Based on the observations, we saw that the children are exploring literacy with the material, which includes pens, papers and books. The specific material captured the children's curiosity and it contributed to that they started "test-writing" and "test-reading", both on their own but also with others. Although the children in some situations wanted to explore the material themselves, at the same time they wanted to be close to the group. Based on Karen Barad's theory of realistic realism, we saw that the environment and the material interact with the children. We can note that the children conquer literacy, literally in social interactions but in order to conquer literacy, the material's availability is crucial.

  • 278. Goldstein-Kyaga, Katrin
    The Tibetan Culture of Non-violence2003In: Culture and Education / [ed] Birgitta Qvarsell ; Christoph Wulf., Münster ;: Waxmann , 2003, p. 89-102Chapter in book (Other academic)
  • 279. Goldstein-Kyaga, Katrin
    et al.
    Borgström, Maria
    Södertörn University College, Institutionen för medier, konst och filosofi, Education.
    Man ska ta det bästa från alla kulturer: Ungdomars värderingar i ett etniskt och globaliserat perspektiv2003In: Liksom värden, typ: moral och mening med fokus på skolan / [ed] Olof Franck, Lomma: Föreningen Lärare i religionskunskap (FLR) , 2003, p. 70-83Chapter in book (Other academic)
  • 280.
    Goldstein-Kyaga, Katrin
    et al.
    Södertörn University, School of Culture and Communication, Education.
    Graviz, Ana
    Södertörn University, School of Culture and Communication, Education.
    Borgström, Maria
    Södertörn University, School of Culture and Communication, Education.
    Kreativität und Integration2012In: Interkulturelle Kompetenz – Pädagogik für das 21. Jahrhundert: Pädagogik Symposium 2012, Hamburg, 2012, p. 50-56Conference paper (Other academic)
  • 281.
    Gorgis, George
    Södertörn University College, Lärarutbildningen.
    Historielärobokens användning: En studie om gymnasielärares användning av historieläroboken.2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this thesis is to examine how secondary teachers in the subject of history are using the textbook in their teaching. Four questions are being dealt with in this thesis. What importance is being placed on the use of history textbooks by the secondary teachers? What priorities do the secondary teachers have? How do they deal with student interests? And what is the importance of the secondary teachers’ work experience? 

    I have interviewed four secondary teachers with different work experience to complete this thesis. A Dictaphone has been used in all the interviews. 

    Research has shown that textbooks now have a central role in teaching and the lack of alternative materials and reduction of teaching hours has made it difficult to replace. 

    The main conclusions of the thesis are that the history textbook has a dual role depending on the teacher you ask, and that the history book is used differently by the teachers. The priorities vary depending on the students that are currently enrolled and their interests are. Teachers with less work experience have a rather negative attitude to the textbook and believe that it can be rigid, while teachers with more experience see it as a tool for engaging the weaker students. However, the history textbook is required, and even the teachers who are not using the history textbook can all confirm that: because even a teacher who is not using it has the history textbook for the students to have something to refer to if needed.

  • 282.
    Granquist, Martina
    Södertörn University College, Lärarutbildningen.
    En frisk själ: en studie om läkepedagogikens syn på normalitet och avvikelse2005Independent thesis Basic level (degree of Bachelor)Student thesis
  • 283. Graviz, Ana
    Dels plans d`estudi a la pràctica educativa!2003Other (Other academic)
  • 284. Graviz, Ana
    En plats för alla barn: slutrapport2000Book (Other academic)
  • 285.
    Graviz, Ana
    Södertörn University, School of Culture and Communication, Education.
    Medier: lärande och interkulturalitet2008In: Relationen mellem læreruddannelsen og skoleudviklingen: Kongresrapport til den 10. nordiske læreruddannelses kongres / [ed] Kristín Jónsdóttir, Þuríður Jóhannsdóttir, Reykjavik: University of Iceland - School of Education , 2008, p. -10Conference paper (Other academic)
    Abstract [sv]

    Forskningsresultat har tveklöst tillskrivit media en viktig plats i samhället. Utifrån detta hardet problematiserats både i olika forskningsprojekt och i den allmänna debatten betydelsen avmassmedias innebörd för individens lärande. Som en konsekvens av detta har det från olikahåll i samhällets framhållits behovet av att skolan bidrar till att barn utvecklar en kritiskattityd gentemot budskapen från dessa medier.I denna artikel diskuteras medierna som socialt fenomen och kulturellt arv och (det)presenteras resultat från olika forsknings- och utvecklingsprojekt som författaren har bedrivitmed syfte att studera och belysa skolans mediepedagogiska arbete utifrån olika aktörersperspektiv (lärarutbildning, skolan, lärare, elever, etc.). Grundläggande begrepp somutvecklas i texten är interkulturalitet, kommunikation, bild, verklighet och kritiskmediealfabetisering samt mediepedagogik.

  • 286.
    Graviz, Ana
    Södertörn University, School of Culture and Communication, Education.
    Pedagogía mediática: aprendizaje e interculturalidad2010In: Revista de Educación [en línea], ISSN 1853-1326, no 1, p. 97-110Article in journal (Refereed)
    Abstract [en]

    After a brief review of the origins of research on Media Pedagogy, the author reflects on the meaning of the mass media in the learning process and their role in a society with vast access to information, in a period in which the latest technologies of information and communication (TIC) pose new challenges for research. The new cultures of communication provide new knowledge to society both in reference to technical and cultural aspects. Access to nove ltechniques, knowledge and competences constitutes a civil right, since it allows individuals to participate actively in the process of social development. The current paper discusses the responsibility the Educational System bears in the incorporation of media education and pedagogy, both in Teacher Education Programs and the Educational System in general. Innovations in the field of communications entail transformations in the role of the school and the responsibilityof incorporating technical and cultural contents essential to face these changes. This work interrelates the concepts of learning and teaching, critical media literacy, digital competence and intercultural pedagogy to results of studies on the introduction of media pedagogy in the classroom.

  • 287. Graviz, Ana
    Skapande av pedagogiska rum2001In: Utan oss ingen framtid: rapportering från integrations- och demokratiarbete i utsatta bostadsområden / [ed] Bodil Rasmusson, Stockholm: Kommentus , 2001, Vol. S. 160-220, p. 160-220Chapter in book (Other academic)
  • 288.
    Graviz, Ana
    et al.
    Södertörn University, School of Culture and Communication, Education.
    Hernwall, Patrik
    Stockholms University.
    Young People as Co-Researchers in Developing Digital Media Use in Swedish Public Schools2012In: III Congrés Europeu de Tecnologies de la Informació en l'Educació i en la Societat: Una visió crítica. Barcelona, 1, 2 i 3 de febrer de 2012 : Resums / [ed] Juana M. Sancho Gil, Leticia Fraga Colman, Judith Arrazola Carballo, Raquel Miño Puigcercós & Xavier Giró Gràcia, Barcelona: Universitat de Barcelona , 2012, p. 161-162Conference paper (Refereed)
  • 289.
    Graviz, Ana
    et al.
    Södertörn University College, School of Culture and Communication, Education.
    Lindkvist, Annika
    UNGMODs: Lägesrapport vt 20102010Report (Other academic)
  • 290.
    Greus, Lovisa
    Södertörn University, School of Culture and Education.
    En normativ dröm om en lokal hjälte: En kritisk diskursanalys av "UNICEF Annual Report 2013"2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    We live in a world where the resources are not equally divided and that is why charity work is needed. The United Nations Children’s Fund, UNICEF, is a global organization that works for children’s human rights around the world. But perhaps even charity work, which´s often glorified in the society, need to be looked at from different directions. Research about intercultural education, globalization and charity shows that even good deeds can end up reproducing the problem that was supposed to be solved in the first place. There is no research about UNICEF´s work from this perspective and since UNICEF is a global organization that focuses on children and education and has an important role in society, they are an interesting object for research. That is why this study has examined “UNICEF Annual Report 2013” based on the problem to draw attention to minorities exposure and discrimination, without reproducing the majorities global hegemony. The questions that drove this study were which knowledge that was spread about the children and UNICEF in UNICEF´s report, what agency this knowledge enabled and which voices that were heard in the report.

    “UNICEF Annual Report 2013” was examined based on Faircloughs (1992) critical discourse analysis and three-dimensional method and the text, discursive practice and social practice of the report were analyzed. As a theoretical framework postcolonial theory and especially Gayatri Spivak where used due to their focus on global inequalities and the idea that there is still an ongoing colonialism of human thoughts and intellects around the world, where the European epistemology has been spread as a universal truth (Andreotti, 2011; Spivak, 2004).

    In “UNICEF Annual Report 2013” three different discourses where located: “Childrendiscourse”, “Educationdiscourse” and “Charitydiscourse”. The result of the critical discourse analysis showed that children are portrayed as innocent victims that only get an ability to change their life through the education that charity organizations like UNICEF provide. The knowledge about the child that gets an agency and voice through education can be criticized from a postcolonial perspective. The picture of the educated child indicates that UNICEF are able to see the children that can´t be seen and hear the voices that can´t be heard, which may lead to a contra productive dream about a local hero created by a European epistemology. Research about the ability to draw attention to minorities exposure and discrimination, without reproducing the majorities global hegemonies indicates that there is no easy solution to this dilemma. As postcolonial theory and intercultural education promotes, everyone needs to approach this problem and question the position that they speak from, otherwise they may end up reproducing the majorities global hegemony and the dilemma that they wanted to solve in the first place.

  • 291.
    Gromova, Lydia
    Södertörn University, School of Culture and Education.
    ”Vi kan bli ett Barbielag!”: En studie om yngre barns sociala relationer och identitetsskapande i ett postmodernt konsumtionssamhälle2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    One of the main goals in this study is to investigate how young children's identity formation and social relationships are depicted by today's consumer society.  In order to reach the goals of the study I also concentrated myself on questions regarding the reflection of symbolic aspects consumption in younger children's interaction and preschool-teachers' ideas about how and in what ways children's consumption patterns are created and developed nowadays. In order to answer the presented research questions I used the theoretical arguments of researchers in the field of pedagogy Gert Biesta in connection with the ideas and concepts of the consumer society characteristics developed by the sociologist Zygmunt Bauman.

    The thesis' methodological approach consists of a combination of semi-structured interviews with teachers and observations of children's interaction, which contributed to a systematic investigation of the thesis' problem area and served as a tool for obtaining answers to the research questions.

    The results demonstrate that consumption occupies a lot of space in young children's lives, which means that it greatly affects their social relationships today. Both consumption and knowledge of the known brands prove to be the child's path to the desired community on the one hand, and the children's way to the consumer world on the other (hand), which in turn points to an obvious dependence between children's consumption and their social relationships.

    The results also show that there is a tension between the perception of identity formation as preschool-policy-document on the one hand and the attitude of the identity prescribed by consumer society norms and regulations on the other.

  • 292.
    Grunditz, Sofia
    Södertörn University College, School of Culture and Communication.
    ”Mångkultur, det är ju idag...”: En interkulturell och intentionell analys av förskollärares föreställningar om begreppet mångkultur2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study highlights how pre-school teachers in a monocultural Swedish district looks at the concept of multiculturalism and what multiculturalism and /or intercultural approaches means in their pre-schools. The study takes its starting point in Johannes Lunneblads thesis "Förskolan och mångfalden" (2006) and Lpfö-98 (2006). The present study is a qualitative study in the form of interviews and the study have an intercultural and intentional perspective. The study shows that preschool teachers in the area perceive multicultural work as a compensatory education for children with non-European background. An analysis of the interviews on a deeper level shows that there is a broader understanding of multiculturalism that includes the class, sexuality and everyone of the children's "home culture”. About the pre-school teachers in this study can be said that there is an intercultural attitude in certain situations.

  • 293. Guimarães, Paula
    et al.
    Bron Jr, Michal
    Södertörn University College, Södertörn University Library. Södertörn University College, Centre for Baltic and East European Studies (CBEES).
    Castro, Rui Vieira de
    On the complexity of relationships between the State, civil society and the citizen within adult education2009In: The State, Civil Society and the Citizen: Exploring relationship in the field of adult education in Europe / [ed] Bron Jr, Michal, Guimarães, Paula & Castro, Rui Vieira de, Frankurt am Main: Lang , 2009, p. 15-28Chapter in book (Refereed)
  • 294.
    Gullö, Jan-Olof
    Södertörn University, School of Communication, Media and it, Journalism.
    Elevernas och föräldrarnas attityd till och intresse för musikämnet2005In: Nationella utvärderingen av grundskolan 2003 (NU-03): Musik / [ed] Ralf Sanberg, Gunnar Heiling, Christer Modin, Stockholm: Skolverket , 2005, p. 133-134Chapter in book (Other academic)
  • 295.
    Gullö, Jan-Olof
    Södertörn University, School of Communication, Media and it, Journalism.
    Föräldrarnas inställningar och hur dessapåverkar deras barns inställningar och resultat2005In: Nationella utvärderingen av grundskolan 2003 (NU-03): Musik / [ed] Ralf Sanberg, Gunnar Heiling, Christer Modin, Stockholm: Skolverket , 2005, p. 135-138Chapter in book (Other academic)
  • 296.
    Gullö, Jan-Olof
    Södertörn University, School of Communication, Media and it, Journalism.
    Inclusion and Exclusion in Higher Education Programs in Journalism and Music Production2011Conference paper (Refereed)
  • 297.
    Gullö, Jan-Olof
    Södertörn University, School of Communication, Media and it, Journalism.
    Man lär sig bäst när man lär andra2010In: Tradition och praxis i högre utbildning: tolv ämnesdidaktiska studier / [ed] Anders Burman, Ana Graviz, Johan Rönnby, Huddinge: Södertörns högskola , 2010, p. 81-98Chapter in book (Other academic)
  • 298.
    Gullö, Jan-Olof
    Södertörn University, School of Communication, Media and it, Journalism.
    Music Production with Changing Tools: a Challenge to Formal Education2010In: CROSSING BORDERS: Nordic Research in Music Education in an International Perspective / [ed] Karin Johansson, Malmö: Malmö Academy of Music, Lund University , 2010, p. 18-19Conference paper (Refereed)
  • 299.
    Gullö, Jan-Olof
    Södertörn University, School of Communication, Media and it, Journalism.
    To achieve ecological validity in higher education courses in journalism: reflections over two student projects2011In: INTED 2011: International Technology, Education and Development Conference, 5th edition, Valencia (Spain), 7th-9th March, 2011 : conference proceedings cd / [ed] L. Gómez Chova, I. Candel Torres, A. López Martínez, Valencia, Spain: IATED Academy , 2011, p. 6518-6523Conference paper (Refereed)
    Abstract [en]

    The purpose of this paper is to present and discuss selected results from a didactical higher education project where journalist students produced short news items for television and results from a test where the intention was to examine journalism students' linguistic abilities. From a cultural psychological perspective (Bruner 1996) students learn differently depending on the culture where the learning takes place. With a cultural psychological perspective it is essential to view the world, in both everyday life and research, from different perspectives. In addition theories on expectation and intellectual development (Rosenthal & Jacobson, 2003) as well as theories on skills and expertise development (Csíkszentmihályi, 1999; Dreyfus & Dreyfus, 2000; Hageskog, 2006; Kemp, 2005) were used to broaden the perspective and to reflect on the results. In the television project some 90 students from three different journalism courses in a 3-year multimedia journalist undergraduate program participated. During a two-week project in television production the students worked editorial groups and produced short news items. Students from the first semester were reporters and researchers; students from the fourth semester were editors and cameramen and editors in chief; students from the sixth semester participated as interviewees. The overall view, shared by both students and teachers, was that the project was successful. The cooperation between students from different semesters worked generally well and was appreciated by the students. The more experienced students instructed the inexperienced students in various ways. The students described this as a particularly valuable experience. Many students reported that they had learned in a different and better way compared with more traditional teaching.In the language test all 40 students from the first semester in a 3-year multimedia journalist undergraduate program participated. The test was structured in several sections and one typical task was to fill in a missing word or correct something wrong in a sentence. All students did not pass the test and some students had to redo the test many times to pass. To check to validity of the language test some staff members, lecturers and administrative personal, were asked to answer some of the questions. This was a difficult task for them and none of the participants managed to answer all the questions correctly. Surprisingly some of the students managed better the staff members in the test. The conclusion was that the language test actually measured the ability to understand a certain codes or instructions for how to answer specific types of questions. The test was less successful in measuring participant’s linguistic abilities. The over all reflection is that in projects like the television project the students learn much from working together with their peers, maybe even more than they learn from teachers or hand books and other literature. The actual project was structured similar to how journalists work professionally and consequently the project was considered as ecological valid. This in contrast with tests like the language test. The conclusion is that one way for higher education to keep up with today’s students – the Millennials – and future changes in the youth culture, international trends in education and not at least the student’s ability to reach employability – the Bologna Process – is to strive for high ecological validity.

  • 300.
    Gullö, Jan-Olof
    et al.
    Södertörn University, School of Communication, Media and it, Journalism.
    Magnusson, Jenny
    Södertörn University, School of Communication, Media and it, Swedish language.
    Sveen, Hanna
    Södertörn University, School of Culture and Communication, English language.
    Muntlig och skriftlig respons: möjligheter och begränsningar i handledning av självständiga arbeten2012In: NU2012 Gränstlöst lärande: Göteborg 17-19 oktober 2012 : konferenskatalog, Göteborg, 2012, p. 43-44Conference paper (Refereed)
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