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  • 251.
    Terneborg, Kea
    Södertörn University, School of Culture and Education, Teacher Education.
    Konsten att fördela min uppmärksamhet på bästa sätt2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Min uppsats handlar om situationer där jag har svårt att fördela min uppmärksamhet. Mitt fokus läggs antingen på barnet med speciella behov eller på barngruppen.

    I essän för jag en diskussion runt mitt eget förhållningssätt kring detta.

    Den senaste tiden har vi upplevt en trend att barn med särskilda behov ska inkluderas i all skolverksamhet. Syftet är naturligtvis gott, men min upplevelse är att det ibland kan leda till en ny form av exkludering. Det vill säga att de barn som inte fungerar som förväntat kan känna sig ännu mer utanför vilket kan få konsekvenser för att uppnå kunskapsmålen. Hur kan jag hantera detta som pedagog? I min essä undersöker jag problemet med hjälp av ett antal etiska teorier, pliktetik, utilitarism, diskursetik och fronetisk etik.

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    konsten att fördela min uppmärksamhet på bästa sätt
  • 252.
    Tham, Jakob
    Södertörn University, School of Culture and Education, Teacher Education.
    Ska vila på vetenskaplig grund...: En studie om lärares förutsättningar för vidareutbildning2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In Based upon disciplinary foundation... – A study on teachers’ prerequisite for continuing pro- fessional development (CPD) I have examined the prerequisites that teachers in Nacka have for CPD, due to the new school law that states that all teaching must be based upon disciplinary foundation and proven experience. According to a recently published governmental report, as well as international research, not only structural aspects like time and financial compensation are crucial to whether teachers continue their development. Encouragement from the principal and colleagues are also a contributing factor; and not to mention those factors combined.

    There is a world wide shared consensus among educational researchers claiming that one very important piece in creating a successful school is having a well-educated and updated staff. By embracing that idea, in our new school law, there must also exist a platform where that idea can be implemented.

    The aim of this study is to find out to what extent teachers in Nacka are given prerequisites for continuing professional development, in other words carry out their assignment according to the law. This study is based upon two questionnaires sent to all primary school teachers in Nacka and their principals.

    What are the structural prerequisites that teachers in Nacka are given for CPD? Does principals encourage their staff to further CPD? Are their any local or regional plans regarding CPD? Do the teachers’ and the principals’ respective views regarding prerequisites for CPD correlate?

    The study showed that even though teachers and principals had similar views of the different prerequisites, principals did rate their strategies more positive than teachers valued them. It turned out that only one principal had a plan for how to make his or her teachers to continue their development. Maybe the teachers were not aware of their prerequisites; perhaps the principals overrated their offers. But what was clearly shown is that there is a lack of communication between the teachers and principals. 

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  • 253.
    Thomasson, Isabelle
    Södertörn University, School of Culture and Education, Teacher Education.
    Barngruppens storlek i förskolan – en kvalitetsfråga?: Sex pedagogers reflektioner2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This research is about six pedagogue´s and their reflections about the size of the children´s group in the preschools. Then I will discuss the pedagogue’s recommendation on the significance of the size of a children´s group learning and development and it´s practical significance for the preschool function. The pedagogue’s statements will be discussed in relation to The Swedish National Agency for Education (TSNAE) guidelines on group size.

    The theoretical framework of this essay will take an overview of the social cultural perspective, the group size and its significance for both the children´s learning and development, for interaction and communication and TSNAE advice and guidelines. A qualitative approach was used including six interviews in Stockholm.

    The result of this research shows that the six pedagogue´s concluded that the size of a children´s group can vary according to circumstances but 15 - 18 children are recommended and that is also supported by TSNAE. There is no exact recommendation for an ideal group size from TSNAE, but their guidelines for a group size is based on that children will development on an optimal way.

    For the pedagogue´s will be able to hear and listen to all children, the pedagogue´s think that it´s important that this can be done if the children group is divided in smaller groups during the day. This is also important for the interaction and to have discussions with the children. It is difficult to individualize the children if they are too many children in the group.   

    TSNAE general advice for quality says that the children´s group should be suitable size. The size will be according to the preschools prerequisites.

     

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    Barngruppens storlek i förskolan – en kvalitetsfråga?
  • 254.
    Tillgren Mülnikel, Lina
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Åkerstedt, Annika
    Södertörn University, School of Culture and Education, Teacher Education.
    Barnen bakom murarna: Barnperspektivet på en anstalt i Sverige2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essay is to study how the staff at a Swedish prison approaches children that visit the prison. The meeting can in many ways be sensitive and children with imprisoned parents need to be welcomed by employees that have an understanding of their situation. The method used is qualitative interviews. Through these interviews we explore the child perspective at the prison, the employee’s competence and if there is any cooperation between different authorities to support the child. 

    In total we have interviewed nine persons and their views and reflections are compared with established research. We conclude that all the interviewees apply a child perspective in their work. However sometimes laws and regulations in effect hamper the staff’s ability to meet the child from the child’s perspective. The prime objectives for the employees at a prison are to maintain security and to help the inmates towards a life outside the criminal sphere. To be a child and have a parent in prison is difficult. When the child visits the prison his/her needs and feelings has to be balanced with the security demands at the prison. We also argue that it would be helpful for the support of the child and his/her family if social services, The Prison and Probation Service and other authorities would have a closer cooperation.

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    Barnen bakom murarna - Barnperspektivet på en anstalt i Sverige
  • 255.
    Tinglej, Therése
    Södertörn University, School of Culture and Education, Teacher Education.
    Det frånvarande i det reella inflytandets närvaro: En studie om möjlighetsvillkoren för barns inflytande i förskolans pedagogiska praktik2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this graduate work is to seek knowledge about how children’s right to participation and influence is interpreted and understood in a specific context and also to examine how this right can be conditioned and shaped by the pedagogical practice of early childhood education.

    The focus of this study has been to examine the arguments and attitudes towards the right to participation and influence as a pedagogical practice as it is understood in early childhood education. Additionally, I have been interested in studying the affordances and restrictions that early childhood educators experience when dealing with children´s right to participation and influence.

    The platform used for data collection is Facebook and the informants recruited were active participants in forums regarding democracy in preschool education. In the second phase of the study I conducted online focus groups with these participants.

    For the analysis of the material I have adopted a poststructuralist perspective, starting from Jaques Derridas philosophical texts and use of deconstruction.

    The results show the complexity in early childhood education´s democratic mission. What becomes clear is the importance for the teachers to adopting an open, ethical and democratic approach in order to make children´s right to participation and genuine influence possible in the everyday reality of early childhood education. 

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  • 256.
    Tirén Dahl, Matilda
    Södertörn University, School of Culture and Education, Teacher Education.
    Bilder av barndom: Hur makt och ålder framställs i sex nutida svenska bilderböcker2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay examines how age, power and agency is represented and reproduced in contemporary Swedish picture books.

    This is done through a combination of discourse analysis and literary analysis.

    It uses theoretical perspectives from sociology, and views childhood as a social construct. It sees discourse and language use as both representing and constructing social reality in the tradition of Norman Fairclough and critical discourse analysis.

     

    The main results is that the discourses of childhood in the material construct children as a separate group in society, and childhood as a special time in life. Children is portrayed as both social actors and in need of protection from adult themes and worries.

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  • 257.
    Toma, Sandra
    Södertörn University, School of Culture and Education, Teacher Education.
    Matematik i vardagen: En intervjustudie om några pedagogers beskrivningar av matematik i förskoleklassen2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     The purpose of this essay is to examine some teachers' reflections on the importance of mathematics in preschool and the importance of language, communication and conceptualization in children's mathematics learning. The study's methodology is based on a qualitative approach, where I interviewed four teachers who work with the 6 -year-olds in two different municipal schools. The study shows the importance of language and communication in mathematics learning. It also shows the importance of the teacher's attitude as well as the educational environment to capture children's curiosity and interest.  

    Purpose and Issues: The purpose of this study is to investigate some pedagogue’s descriptions of mathematics in the preschool class. The study is also interested in how teachers describe their efforts to capture the children's curiosity and interest in mathematics.

     My questions that I decided to start from in my study are as follows:

    • How children learn mathematics in everyday life according to the teachers?
    • How do teachers captures and highlights children's curiosity and interest in mathematics?

     

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  • 258.
    Turkulainen, Jenna
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Löfgren Nilsson, Johannah
    Södertörn University, School of Culture and Education, Teacher Education.
    Mer än bara en leksak: En kvalitativ studie om surfplattan som ett verktyg för att stödja barns språkutveckling och sociala samspel2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with the examination is to examine a preschool head and three teachers experiences and opinions of whether the tablet can be used to support childrens linguistic development and social interactions in preschool. To answer the purpose we will use these questions of issue:

    • What is the purpose with tablets and how are they used in preschool activity?
    • What pros and cons do the teachers see with tablets?
    • How do the teachers resonate about the use of tablets to develop childrens language skill and social interactions?
    • What type of social interaction occurs when children use the tablet?

    We have used interviews and observations as our methods. We interviewed three teachers and one preschool head in the capital city of Sweden. They all have a positive attitude towards the use of tablets in preschool. The observations was performed on the same preschools where the interviews took place, there were five observations in total.

    We can establish from the study that the tablet supports cooperation when multiple children actively participate in an activity and when a teacher is present and supportive the language is further promoted. The theories that are processed in the exam are the sociocultural theory and the multimodal perspective for learning. They are relevant and useful to answer the exams purpose and questions at issue. With the out-set that teaching is a communicative act we choose these two theories.

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  • 259.
    Tärnström, Therese
    Södertörn University, School of Culture and Education, Teacher Education.
    Omtänksamma flickor och tävlande pojkar: En undersökning av hur flickor och pojkar framställs i sex utvalda matematikböcker för årskurs 3 och 42013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with this essay was to study and analyze how gender roles is represented in six different mathematic books for children in the third and fourth grade and to see if the books counteract or reinforces traditional gender roles. It was also to see if the mathematic books follow the goals in the curriculum. I had four questions that I focused on while analyzing the mathematic books:

    1. What kind of activities does girls and boys like in the exercises in the mathematic books?
    2. What does girls and boys own in the exercises in the mathematic books?
    3. What does the relationships look like between different persons in the mathematic books?
    4. Based on the results from questions 1-3, do these six mathematic books try to follow the curriculum?

    The results of this study shows that girls often can be interested in things that usually is seen as either girlish or boyish, while boys mostly is interested in things that is seen as boyish. I got almost the same results when it comes to the second question, girls can buy things that is often seen as either girlish or boyish, while boys mostly buy things that is seen as boyish. You can say that it is more ok for girls to act like and be interested in things that is seen as boyish than it is for boys to act like and be interested in things that is seen as girlish. The boy or the man is often seen as the norm and it is girls or women that have to change. Girls tend to be more caring and calm than boys, who often are more active and competing.The mathematic books both counteract and reinforce traditional gender roles. There are a few exercises in the books that counteract gender roles, but you can see a pattern where girls are mostly girlish and boys are mostly boyish.

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  • 260.
    Törnstrand, Annette
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Östman, Susanne
    Södertörn University, School of Culture and Education, Teacher Education.
    Vem förstår mig?: En essä om hur vi pedagoger i förskolan kan bemöta och hjälpa barn med språkstörning2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay covers the subject of children with language disorders. We are two educators writing an experience-based essay on our preschool experiences and the literature with the subject of speaking disorders and verbal development. The main focus of this essay is how educators can recognize and stimulate children with language disorder. The starting point in the essay is two experience-based events from preschool which tells of two different boys, aged three and four. Both boys have some kind of verbal disorder and one of them also has Down´s syndrome. With support from the literature, this essay discusses different types of speaking disorders and how these can affect literacy development of children starting school. We clarify the meaning of the terms primary and secondary speech disorders. Furthermore, we discuss the importance of TAKK (Tecken som Alternativ Kompletterande Kommunikation, Eng. Signing as Alternative Complementary Communication) as a supportive tool for the development of one’s own language, and highlight other language stimulating activities; singing, storytelling and oral exercises. Finally, this essay stresses the importance of information from the parents of children with a speech disorder being is shared with the school, as this information is essential for a continued development of the child’s learning of speaking and reading.

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  • 261.
    Ugan, Esen
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Kibar, Dilek
    Södertörn University, School of Culture and Education, Teacher Education.
    Föräldrar och pedagoger i ett gott samarbete: En kvalitativ studie av några förskolepedagogers och föräldrars upplevelser av samarbetet mellan hem och förskola i arbetet med barn som har diagnosen autism2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis describes and analyzes how some early childhood educators and parents perceive cooperation in educational work with 4-5 years old children who have been diagnosed with autism. The work will examine which approach preschool teachers assume, the extent to which parents are involved in the work and how parents influence looks.

    The Literature section provides an overview of previous research on different pedagogical approaches with autistic children, what parental cooperation can mean for autistic children, and what advantages and disadvantages there are with cooperation between preschool teachers and parents.This work has a hermeneutic perspective. The method is based on a qualitative study where we used qualitative interviews with a hermeneutics base. The theoretical starting point for this work is the variety of theoretical perspectives.The final results/summary we came up with is that preschool teachers and parents of autistic children believe that parental cooperation in preschool has a crucial role in children's development and learning. Both sides believe that it is necessary to have a partnership, but we also came to the conclusion that parental cooperation, in addition to the positive, was also perceived as problematic to some degree.

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    Föräldrar och pedagoger i ett gott samarbete - En kvalitativ studie av några förskolepedagogers och föräldrars upplevelser av samarbetet mellan hem och förskola i arbetet med barn som har diagnosen autism
  • 262.
    Uludag, Ayse
    Södertörn University, School of Culture and Education, Teacher Education.
    Vad anser barn att mobbning är?: En studie om var och hur mobbning yttrar sig2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    To accomplish my purpose about where bullying is emerging and how bullying utter it is self and if the educationist consideration disposes conform to the students, i chose two classes from two different schools. With the help of the students thought and speculations and with the educationalists answers, I come to a result. I want to add that my results agreed with the early scientists’ research. The results also confirmed by literature and by theories that showed in my result. We can also see that according to the students bullying emerges often in the school garden or on the breaks. According to two teachers bullying emerges often on the breaks. It’s not easy to keep track on every student so that none of them have to feel violated or been discriminated. But if more teachers are attending on the breaks, it would be more or less a good solution. The staffs should they to their best to countervailing bullying within school. Every schools, staffs and adults should have none tolerance for bullying, so that the students can realize how serious it is if someone exposes another for bullying. We also see that according to the students bullying emerges from different reasons. First and formal the students found mistakes from the bullies and from the ones who is being bullied.

    According to some students the ones who is bullying is doing it because she or he wants to act cool, feel tuff, because he is cocky or just because he is stupid. The second reason for bulling could be because of the way she or he looks or because of their personality. According to some students, the ones being bullied is bullied because of they might look like nerds, look fat or not like others.

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  • 263.
    Uludag, Ayten
    Södertörn University, School of Culture and Education, Teacher Education.
    Den monokulturella mångkulturen i förskolan: En studie ur ett interkulturellt perspektiv om pedagogers tankar och uppfattningar kring ett kulturfrämjande arbete inom den mångkulturella förskolan2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the context of world globalization, Sweden has today become a multicultural society, where many different cultures, religions, values and approaches are trying to co-exist. When the Swedish government's integration policy was put into effect, one sought to open the way for a more peaceful coexistence between majority and minority people. The intention was that everyone, through mutual interaction, would learn to come together and learn to respect each other's differences. It was suggested that an intercultural approach should permeate all education, including preschool activity. There are particular guidelines for a culture and tradition promotion work within the preschool in the new revised curriculum (Lpfö 98, rev. 2010), These guidelines are intended for preschool teachers, where the intention is to strengthen each child’s traditional and cultural identity (Skolverket 2010).The purpose of this study is that from an intercultural perspective examine preschool teachers’ thoughts, views and notions around a cultural promotion work within the multicultural preschool.

    Six preschool teachers were interviewed from two multicultural preschools. The questions have been based on preschool teachers' thoughts, views and notions around a culture and tradition of promotion work in the meeting with children within multicultural preschools.

    The results show that some preschool teachers, whether consciously or unconsciously, relate themselves ethnocentric to a culture and tradition promotion work. The multicultural work is primarily related to a language promotion work. Intentions exist but seem to be too weak for an intercultural approach and the reason seems to be, among other things, the monocultural norm and approaches in stronghold within the preschool, the lack of knowledge of other cultures and unclear guidelines in the governing documents of work approach.

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  • 264.
    Vahedi, Katja
    Södertörn University, School of Culture and Education, Teacher Education.
    Skönlitteraturens kraft: En analys av framställningen av psykisk ohälsa i två romaner ur ett interkulturellt perspektiv och ur ett genusperspektiv2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper is written in the field of Educational Science, and it focuses on literature that pupils read. Literature has the power to shape readers beliefs, that is why this paper aims to examine, and compare two novels that are used in Swedish schools in class settings. Both novels deal with the issue of psychiatric disorder from a woman´s perspective. Research done in the field of psychiatric disorder shows that it is an important subject that should be addressed in schools. Research done from the perspective of gender studies points out the need of representation of female perspective in literature that pupils are working with. This is so that equality between men and women can increase in society. From an intercultural point of view it is important for people suffering from psychiatric disorder to be represented in literature. This is so that social justice can increase in society, which it does when more and more categories of people are given representation. Pupils that uphold prejudice thoughts about psychiatric disorder, or about people suffering from psychiatric disorder, can through reading and discussing about the phenomenon, change their stereotypical way of thinking. Research done in the field of reading shows that reading literature, and then discussing it, can change the way people think. More exactly the paper looks at how the novels describe psychiatric disorder, and if prejudice surrounding psychiatric disorder is reproduced, or questioned in the novels, and if so, in what way. The paper looks also at how the novels describe the woman suffering from psychiatric disorder, and how gender affects her. The examination is done through the method of close reading, and by applying the theory of interculturality, defined by Pirjo Lahdenperä, and the theory of gender, defined by Yvonne Hirdman, to the reading.

    The examination reveales that both novels describe psychiatric disorder in a prejudiced way, as something rare, and totally life changing. And, both novels describe women in a prejudiced way, as fragile, and their psychiatric disorders are explained to be caused by their weakness. The attitude towards psychiatric disorder differs between the novels. One of the novels is more accepting in it´s language when it comes to psychiatric disorder, while the other novel is merely tolerant in it´s language.

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  • 265.
    Vahlman Vestby, Laila
    Södertörn University, School of Culture and Education, Teacher Education.
    Sagan: sagans vara eller icke vara i barnens vardag2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien är en empirisk studie om sagans betydelse i barnens vardag. Jag har valt att arbeta utifrån kvalitativa metoder och syftet med arbetet är att få vetenskap om sagans betydelse i barnens vardag. Bakgrunden är en oro om att sagan håller på att försvinna från barnen i deras vardagsmiljö. Med barnens vardag och sociala närhet menas barnens vardagliga vistelse i närheten av sin hemmiljö och förskola. Med saga menas i detta arbete muntligt berättande, litterärt framställt verk eller på annat kommunikativt sätt framställd berättelse, ämnad för barn.

    Jag har gjort tre undersökningar på en förskoleavdelning. Två bestående av intervjuer med förskollärare om sagans vara eller icke vara. En enkätundersökning som har delats ut till barnens vårdnadstagare med frågor om sagoläsning i barnens vardag.

    Jag har också gjort en intervju med en bibliotekarie på ett mindre bibliotek och ett studiebesök på ett lasaretts lekterapi. På lekterapin intervjuades även där en förskolelärare. Undersökningen har varit för att bilda en verklighetsförankrad uppfattning om sagans betydelse i barnens vardag och i deras sociala närhet.

    Resultatet från de två förskollärarna visar att tack vare de två olika personligheterna i pedagogerna - kom jag fram till att sagan är berikad på denna förskoleavdelning. Detta eftersom förskolelärarnas berättartekniker skiljer sig åt vilket ökar barnens intresse.

    Enkätens resultat blev utifrån tio svar att en majoritet av vårdnadshavarna läser sagor för barnen regelbundet men enkäten visar även att sagoläsningen nästan bara sker på helger. De allra flesta anser att det är viktigt med högläsning för barnen och nästan lika stor del tar även med barnen till biblioteket.

    Resultatet från biblioteket visar: att här arbetas det mycket med sagan i samverkan tillsammans med andra sociala kontaktnät för barn i deras hemmiljö. Resultatet från lekterapin visar att sagan har betydelse som en läkande del för tillfrisknad hos sjuka barn.

    Slutsatsen är: att sagan är berikad för barnen på denna förskoleavdelning med dess närmiljö.

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  • 266.
    van Luijk, Marlene
    Södertörn University, School of Culture and Education, Teacher Education.
    Lärarens roll i förskoleklassen: En studie om skolledares uppfattningar kring lärarens roll i förskoleklassen2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sedan införandet av förskoleklassen har denna frivilliga skolform blivit omdiskuterad. Olika utredningar och forskningsprojekt visar att det finns otydligheter kring syfte och uppdrag för förskoleklassens verksamhet som i sin tur påverkar lärarens roll i förskoleklassen. Förskoleklassen betecknas som någonting mellan förskolan och skolan och befinner sig i ett gränsland i vilket förskolans och skolans kultur möts.

    Syfte med den här studien är att undersöka hur skolledare uppfattar och funderar över lärarens roll i förskoleklassen. Skolledare tillhör en beslutformande yrkesgrupp inom skolvärlden och därmed utövar inflytande på vem som arbetar i förskoleklassen.

    Studien är baserad på öppna och kvalitativa intervjuer med fem skolledare och analysen är utförd utifrån ett fenomenografisk och hermeneutisk forskningsansats. Som teoretisk utgångspunkt för studien används gränslandsteori.

    Resultatet visar att skolledares uppfattningar kring lärarens roll kopplas till uppdraget för förskoleklassens verksamhet. Andra centrala begrepp som diskuteras i samband med lärarens roll i förskoleklassen är kompetens, samverkan, yrkesstatus och läroplanen. Skolledares uppfattningar visar båda likheter och skillnader. Samtidigt framkommer det att i sina resonemang skolledare rör sig i gränslandet.

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  • 267.
    Vasquez Sanchez, Karen Alexandra
    Södertörn University, School of Culture and Education, Teacher Education.
    Begreppsinlärning: En studie kring hur man kan arbeta med begreppsinlärning på olika sätt2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of my thesis was to identify and raise different work procedures around concept learning when working with children from the ages one to three. I have chosen these specific ages because it is during this time the vocabulary spurt occurs. Once these working procedures have been identified I proceeded in comparing them with each other and highlight the differences and similarities. To be able to analyze the working procedures I have referred to different literatures that describes how you can relate to concept learning and it is crucial to keep in mind that there are several stages of the vocabulary development. These several stages are important to relate to since this knowledge (referring to the different stages) can determine how the working procedures may look like. The vocabulary spurt is when the vocabulary expands with a quickening speed, thus explaining the word, spurt. I have focused on how the teachers provides possibilities for the children so they can conquer a concept plus getting an opportunity to use these concepts in relevant situations. When working with concept learning you use different artefacts as tools when this concept learning occurs. A few of these artefacts can be boards, hammers, pictures and so on.

    This investigation occurred on the same pre-school but on two different departments, thus proving that the working procedures are very different but they still have some similarities.

    When interviewing the pre-school teachers I learned how they reflect upon their own working procedures and how they plan these procedures by consciously choosing different concepts. During the interviews with the pre-school teachers I got to know about how they choose activities and artefacts thus how they reflect upon its relevance for the child's vocabulary development.

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    Begreppsinlärning 1-3 år
  • 268.
    Vestlund, Lovisa
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Björnberg, Camilla
    Södertörn University, School of Culture and Education, Teacher Education.
    Synliggörande eller utpekande?: En studie om heteronormens roll i förskolan2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper describes a qualitative study of preschool teachers' beliefs about heteronormativity and its role in preschool. The purpose of this study was to examine preschool teachers' ideas and beliefs about heteronormativity and the ways in which it manifests itself in preschool, and to investigate how they perceive the possibility and the need to work on issues related to heteronormativity in preschool. The study is qualitative and is conducted through interviews with preschool teachers, and analysis of information letters from preschools sent to parents. The analysis of the letters was intended to critically examine how words and language could be linked to the heteronormative and also to determine which subjects was conveyed in these everyday texts. The study is based on queer theory and social constructivism. The results show that in the matter of the heterosexual norm is often a conflict between the fear of stigmatization and the risk of obscuring the norm accents. Much also indicate that a lot is very situation-bound in preschool and that talks about heteronormativity is not addressed until the norm is clearly broken by the presence of same-sex parents.

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  • 269.
    Victor Tillberg, Lotta
    Södertörn University, School of Culture and Education, Teacher Education. Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge. Kungliga Tekniska högskolan.
    Kvalitetsjakten: Om professionalitet i välfärden2014In: Kvalitetsjakten: Om professionalitet i välfärden / [ed] Lotta Victor Tillberg, Stockholm: Premiss Förlag , 2014, p. 107-120Chapter in book (Other academic)
  • 270.
    Victor Tillberg, Lotta
    Södertörn University, School of Culture and Education, Teacher Education. Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge. Kungliga Tekniska högskolan.
    Kvalitetsjakten: Om professionalitet i välfärden2014Collection (editor) (Other academic)
  • 271.
    Victor Tillberg, Lotta
    et al.
    Södertörn University, School of Culture and Education, Teacher Education. Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge. Kungliga Tekniska högskolan.
    Tillberg, Peter
    Kungliga Tekniska högskolan.
    Mission Commander: Swedish Experiences of Command in the Expeditionary Era2013Book (Other academic)
    Abstract [en]

    A military commander serving overseas must be prepared to act and take responsibility for events that they are not fully in control of or can influence. The same commander needs to be ready to deal with imponderable situations and operate in contradictory contexts, often in situations where there are no predetermined solutions. In Mission Commander, seven Swedish military officers describe their experiences of stressful and morally challenging situations. The interviewees have held posts ranging from battalion commander to force commander. The purpose of Mission Commander is to stimulate discussion and reflection on military professionalism. This book also describes a method of developing military skills by using structured reflection, dialogue and writing. Lotta Victor Tillberg has interviewed Hans Ilis-Alm, Anders Brännström, Olof Granander, Ulf Henricsson, Hans Håkansson, Jan-Gunnar Isberg and Mats Ström. Peter Tillberg is the project leader of ‘The Use of Force and Modern Military Professionalism’, of which the interviews are a part. He is also the picture editor of Mission Commander. The book is part of an ongoing research project on the modern military profession and was commissioned by the Swedish Armed Forces. The Swedish Centre for Studies of Armed Forces and Society (CSMS), a forum for promoting and exchanging research on military organizations and civil–military relations, has carried out this work.

  • 272.
    Welander, Amanda
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Kahlin, Anna Maria
    Södertörn University, School of Culture and Education, Teacher Education.
    Diskursanalys av skoldebatten i svensk press åren 1994 och 2013: "det är eleverna som har rätt att välja skola, det är inte skolan som har rätt att välja elever"2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the two years 1994 and 2013 the focus of the Swedish media in the school debate has been on segregation, freedom of choice, and support for weak students. In 2013 while the media was still united on the above issues the overall emphasis is on profitability. In 1994 the focus was more on weak students who in 2013 are considered unprofitable.

    The purpose of this essay is to study the Swedish media and their debate on Swedish schools and witch concepts related to "one school that fits all" in the year 1994 and also in 2013.

    We have analysed related articles and their concepts, norms, and values to see if there are any differences between their focus on the said issues in the two years.

    We have also studied the ideas and concepts that came under scrutiny and discussion in these two years, and shall investigate if there are differences in the debates conducted in 1994 and those conducted in 2013.

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    Examensarbete 2013
  • 273.
    Werner, Petra
    Södertörn University, School of Culture and Education, Aesthetics. Södertörn University, School of Culture and Education, Teacher Education.
    Att befolka sina inre rum2014In: Konst och lärande: essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, p. 481-504Chapter in book (Refereed)
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    Att befolka sina inre rum
  • 274.
    Wong, Cindy
    Södertörn University, School of Culture and Education, Teacher Education.
    Betydelsen av interkulturell kompetens: En undersökning om lärarens reflektion kring elever med ett annat kulturellt påbrå inom skolor i Hong Kong2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this thesis is to investigate seven teachers’ reflections about students with other cultural backgrounds in Hong Kong, which importance does intercultural competence have and what effect does the Hong Kong school system make. Therefore, I went to Hong Kong and spent two weeks there to search the answer to my questions. I visited two schools in Hong Kong and did seven interviews. Through the interview, it appeared that the teachers were less intercultural competent and thus felt difficulties and concerns about when meeting students with other cultural backgrounds.

    The teachers though that the cause that the students with other cultural backgrounds could not catch up with the language skills and the development on school subject, which they mean, could be because of their cultural backgrounds and parents.

    In this thesis were I discuss about teachers reflection through theory about intercultural competence, earlier research’s and studies about for example teachers in Hong Kong

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    Betydelsen av interkulturell kompetens
  • 275.
    Zandi, Svetlana
    Södertörn University, School of Culture and Education, Teacher Education.
    När barnens behov möter vuxnas förutsättningar: en essä om förskolans vardag2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Min essä handlar om konflikten som uppstår när småbarns behov ställs mot vuxenvärldens behov och förutsättningar. Jag granskar arbetsmiljön på en småbarnsavdelning främst under inskolning och hur den påverkar både barn och pedagoger. Essän inleds med en beskrivning av hur en lunch ser ut på en ettårsavdelning de första veckorna när barnen lämnas hos oss efter att den första delen av den föräldraaktiva inskolningen är avklarad. Jag beskriver min arbetssituation och den mängd olika arbetsuppgifter jag förväntas klara av under min arbetsdag samtidigt som jag behöver engagera mig i barnen.

    I min reflektion ifrågasätter jag inskolningens tidsramar, personaltäthet under inskolningen och på småbarnsavdelningar generellt samt även min egen roll som pedagog. Syftet med essän är att problematisera situationen på småbarnsavdelningar i förskolan samt förstå vad det är som i mitt fall gör att jag inte kan vara den pedagog som jag vill vara. Jag hoppas kunna bidra till diskussionen om små barn, pedagoger och arbetsmiljö i förskolan eftersom min situation inte är unik och det är många pedagoger och barn i Sverige som befinner sig i liknande eller ännu sämre läge.  Genom att ta hjälp av anknytningsteori påvisar jag betydelsen av inskolningen för barnens utveckling och deras fortsatta vistelse och lärande i förskolan. Detta ställer jag mot den verklighet vi befinner oss i idag då barngrupperna växer, personaltätheten minskar samtidigt som pedagogerna får allt mer arbetsuppgifter. Vad får det för konsekvenser och finns det någon lösning på problemet? 

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  • 276.
    Zandra, Rydberg
    Södertörn University, School of Culture and Education, Teacher Education.
    ”Man får tänka på att bromsa när man faller in i att pojkar ska behandlas tufft och flickor mjukare”: En kvalitativ studie om tre pedagogers uppfattningar och arbete kring genus och jämställdhet i förskolan2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with this study has been to understand and analyze how teachers, working with children in the ages of 1-3 years, understand and work with the concepts of gender and equality in preschool. The study has been completed through interviews and observations and is based on three key questions, which are: How pedagogues in the pre-school interpret the concepts of genus and equality? How are boys respectively girls received and treated by the pedagogue in the pre-school? What similarities and/or differences can be seen in the way that the preschool pedagogue treats boys and girls?

    The study's method is based on a qualitative approach. The main research methods for this study are observations and interviews. I have been interviewing three teachers from the same pre-school, located in a suburb in Stockholm as well as observed them during work. To analyze and get a deeper understanding of the collective knowledge gathered from the interviews and observations, theories surrounding gender, equality and social interaction have been used. Earlier research done within this area has been used to put this study into perspective.

    The results of this study show that there is great ambition from the teachers to work with a gender and equality based mindset. However these ambitions tend to be problematic to implement practically. In the study's results, it is shown that the traditional gender pattern is actually getting a stronger hold, rather than getting discouraged or broadened.

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  • 277.
    Zecevic, Anna
    Södertörn University, School of Culture and Education, Teacher Education.
    En kvalitativ studie om konflikter, konflikthantering och förebyggande arbete på fritidshemmet2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study is to find out what kind of conflicts occur during leisure time in school, how educators handle the conflicts and what preventive methods are used. The focus is also on whether there is a difference in these aspects between one high status school and one low status school. To answer my questions I have done interviews with a total of six competent educators, three on each school. Each interview has been individual and I have recorded my interviews so that I do not miss out on anything that has been said. The interview questions are of a lower degree of structuring and a high degree of standardization because I wanted them to be open and in the same order. The result shows that there is a difference to some extent between the schools in each issue. The conflicts differ in that the causes are psychological and sociological of the two schools. When it comes to the handling of conflicts one school takes more action if their first way of dealing with conflicts does not work, which is quite often the cause. Preventive methods also look very different. One school has preventive methods that are proven to work, while the other school has come up with their own way of handling conflicts.

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  • 278.
    Zevallos vargas, Rosa
    Södertörn University, School of Culture and Education, Teacher Education.
    Lek i förskolan: En studie av fri och styrd lek2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study is to examine how four teachers reflect on free play and controlled play in preschool. What are their reflects concerning free play, controlled play and children’s development and education. The main focus of this research is the experiences of the teachers and I compare their perspectives against each other regarding free and controlled play.

    To be able to realize this study, I propose the following questions:

    • What kind of vision does the teacher have concerning free play and controlled play?
    • According to the teacher, how does playing affect the children?
    • Which development areas are affected by participating in the play?

    This is a qualitative study, based on interviews with four teachers from two different preschools. My theoretical approach to this is Vygotskij theories which are used to analyze the collected data.

    The result obtained is according to two teachers. They thought that the result of controlled play was positive. Meanwhile, two other teachers meant that the combination of free and controlled play should be used as a complement to children’s development and learning. The four teachers have different experience regarding what they think is good for the Childers development and education.

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    Rosa Zevallos Vargas, examensarbete
  • 279.
    Ädel, Rebecca
    Södertörn University, School of Culture and Education, Teacher Education.
    "'Jag tycker såhär och då är det såhär.' Det är inte så.": En kvalitativ intervjustudie om lärares interaktionsstrategier i bemötandet av rasistiska, avvikande och kontroversiella uppfattningar2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how six students at a Secondary School describes interaction patterns among teachers when students express in a way that the teacher perceives as racist and/or xenophobic, by presenting a qualitative interview study. The interviews were analyzed by two opposing models of value education: the traditional and the constructive model.

    The results show that students divide teachers in different categories based on five qualities: 1) they listening, 2) they accept students' opinions, 3) they allow discussion, 4) they are knowledgeable and 5) they can express their own opinions.

    These qualities are included in the value pedagogical model for deliberative conversations, whose strategies for interaction aim to create an understanding of different rules and values, thereby creating skills of rules by using a democratic approach. In contrast to this model, the rule-based moral education, in which the teacher uses his authority and refers to rules without giving an explanation for why they occurred, as strategies. 

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    "'Jag tycker såhär och då är det såhär'. Det är inte så."
  • 280.
    Åhrlin, Ulrika
    Södertörn University, School of Culture and Education, Teacher Education.
    Pedagogisk dokumentation i ett förändringsarbete2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The main objective of this study was to find out what pedagogical documentation does and to get knowledge of what you may need to consider in order starting a process of change with a focus on pedagogical documentation. To get answers to my questions, the study is based on pedagogical theories from scientists and interviews with three preschool teachers who have different experience on documentation. My main questions were: What characterizes a pedagogical documentation? What tools / materials do I need to do a pedagogical documentation? What is important to consider when starting the process of change with pedagogical documentation? The result shows that pedagogical documentation is an approach that is based on that one is curious, interested, observant, listens, talking and researching with children and colleagues. You give the kids great participation which you can then pick up the children's learning processes and reveals that the business and the children develop according to curriculum objectives. Prior to this change you need to have an organization that ensures time for reflection with colleagues is for the work to develop further, and thereby become a pedagogical documentation. Each educator must demonstrate a shared interest and responsibility in which all knowledge is of value.

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    fulltext
  • 281.
    Öberg, Ida
    Södertörn University, School of Culture and Education, Teacher Education.
    Valfrihet, likvärdighet eller kvalitet?: Legitimitet för att avveckla en skola2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In a suburb of Stockholm, local polititians descide to close down an elemantary school. Because of its shortage of pupils, the polititians claim they can not guarantee the quality of the school and the public requreiments of equal education. The school-employed teachers and parents of the pupils are all unhapy with the descision, but first and foremost dissatisfaied with how the descision was communicated.

    Using qualitative methods; interviews and content analisys, this thesis aimes to determine how the involved parties, in regards to the termination of the school, view the concepts of freedom of choice, equal education and quality. Interviews have been made with decision-makers, employees of the school, the school leader, one civil servant and parents; all with the goal of understanding how the involved parties view the events leading to the termination of the school and what causes they see. Furthermore, the thesis analyses if and why the involved parties experience the decision as legitimate.

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    Valfrihetlikvardighetkvalitet
  • 282.
    Öberg, Lisa
    Södertörn University, School of Historical and Contemporary Studies, History. Södertörn University, School of Culture and Education, Teacher Education.
    With an eye to the future2013In: 300 years in the service of life: The Swedish association of midwives / [ed] Margareta Rehn, Donald Boström, Stockholm: Svenska barnmorskeförbundet , 2013, 1, p. 61-64Chapter in book (Other (popular science, discussion, etc.))
  • 283.
    Öhman, Niklas
    Södertörn University, School of Culture and Education, Teacher Education.
    Med läsaren i centrum: Rosenblatts reader-responseteori som "narrative imagination"?2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this thesis – concerning didactics of literature – I perform a reading and theoretical analysis of two pivotal works within reader-response theory, more precisely: Literature as Exploration (1938) and The Reader, the Text, the Poem – The Transactional Theory of the Literary Work (1978), both written by Louise M. Rosenblatt. The object of this analysis is to examine whether Rosenblatts’ theory and methodology can be used to accomplish understanding for ”the other”, what Martha C. Nussbaum have called ”narrative imagination”. For a theoretical basis I use postcolonial theory, implicating a poststructuralistic och constructivistic understanding of language and linguistics.

    The reader-oriented theory and methodology of Rosenblatt – what she calls an aesthetic transaction, or a ”total situation” – has been discussed as problematic in relation to ”narrative imagination” mainly because reader has to be understood as centered, i.e. to be able to understand why a reader performs a specific reading Rosenblatt focus is fixed on the reader her-/himself, ignoring the linguistic, social and discursive context surrounding her/him. I have, with reference to postcolonial theory made the argument that teaching literature must be understood as a discursive practice in which context and discourse limits and influences the readers’ perception and appreciation, and thereby found Rosenblatts method restricted and unsatisfactory.

    Finally I have, in the light of the results above, proposed a postcolonial version of ”narrative imagination” in which ambitions to understand ”the other” is not formulated in terms of personal, empathic and cosmopolitic cultivation, but rather a reflective practice in which the limitations and principles of discourse is taken into account. A certain attitude or a certain reading must be recognized as a concretion of an institutional (social and linguistic) order of thought. This is a theoretical aspect that needs to be considered in future research, as well as in the classroom.

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  • 284.
    Öhman, Niklas
    Södertörn University, School of Culture and Education, Teacher Education.
    Narrativ föreställningsförmåga: ett spivakianskt ”hopp i den andres sjö”?: Nussbaum, Spivak och att (med skönlitteratur) skapa förståelse för den Andra2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This survey is a theoretical analysis concerning didactics of literature, in which I problematize what Martha C. Nussbaum describes as ”narrative imagination”. By using postcolonial theory, more specific: Gayatri Spivaks essay ”Can the Subaltern Speak?” and her theoretical formula ”a leap into the other’s sea”, I try to answer the following question: Can ”narrative imagination” be understood as a manifistation or concretisation of ”a leap into the other’s sea”?

    The answer that is given concerning my general question is simply: No. Nussbaums’ reader is far to active, whereas Spivak strongly argues that hearing and/or listening to the subaltern requires a state of self-suspendedness. Nussbaum also shows a great belief in literature as a representation of something truly real, but also as a representation of the Other. Drawing on Spivaks critique of Deleuze and Foucault, I have suggested that representation of this kind should, from a poststructuralistic and Marxist point of view, be seen as a theoretical misstake, for: representation postulates objectiveness or/and transparentness. Finally Nussbaums goals, in terms of cultivating the humanity, has been problematized. Her cosmopolitan and democratic approach is based upon – a form of – universalism and an ambition towards consensus, which – again: from a poststructuralistic perspective – is highly debatable.

    With this background I have concluded two implications concerning didactics of literature: Firstly, there are plenty of voices not represented by literature, a fact that needs to be considered. Thus, to base a world citizenship, a democracy or an understanding of the Other on works of literature is to restrict ”the world” or ”the Other” to the fictional, literary characters that has been written. Secondly Spivak urges us to reflect on the reader as an interpreter. A total suspension of the self is a naive statement – but she is right to point to the occidental subject as a member and reproducer of postcolonial discourse.

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    Narrativ föreställningsförmåga: Niklas Öhman
  • 285.
    Öksuz, Zöhre
    Södertörn University, School of Culture and Education, Teacher Education.
    Lekens funktion för språkinlärning hos flerspråkiga barn2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a qualitative study that explores how bilingual children develop their language through play. The study is based on observations and interviews conducted in a preschool located in a multicultural area of Stockholm.

    The purpose of using two qualitative methods; observations and interviews, was to get a bigger picture of the study area. The results of the study, illustrated through observations and interviews that I have conducted, shows that the game has great role for bilingual children's language development. Furthermore, the results show that the informants are aware of the importance of play for bilingual children's language development especially when they are talking about investing in the promotion of children's language by using different methods and materials in their pre activity for various games and activities.

    One of my conclusions is that bilingual children learn the language during both free play and structured play especially when educators are present and aware of the activities that they perform. It is also important to see children as individuals to cover all the needs of children at different activities. Finally, I can also mention that bilingual children develop their language in the play by using different materials and communicate in different ways to contact other children. In play, children work a lot with their fantasies, knowledge and experience they already have from before and that they created during the game.

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  • 286.
    Österberg, Sofie
    Södertörn University, School of Culture and Education, Teacher Education.
    Delaktighet i samtal inkluderar elever med särskilda behov: en jämförande studie mellan ordinarie undervisning och specialundervisning2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is about how the dialog can help students with special needs to feel participation and inclusion in the class and the teaching. My purpose with this study was to look for how the students with special needs interact with other students and teachers through the dialogue. I also wanted to know if there is any positive and negative effects to teaching students with special need in the classroom compared with the teaching at the special teacher.

    I have taking purpose of the sociocultural theory in my study because it says that children learn together when they communicate with each other. The theory central words are dialog and scaffolding in the zone of proximal development. I also describe central words like participation, inclusion and students with special needs in the special teaching.

    I have investigated in four interviews, two of them were with a teacher and a special aids teacher, and two of them were students with special needs. I wanted to compare the teachers answer with the student’s answer about participation and including of student with special needs. I also did observations to see how the students with special needs where participation and including in the teaching.

    In my result I was found that both of the two students with special needs can feel participation and including through the dialogue in the teaching and in the class, even though they go to the special aid teacher for a while every day. I also found out in my study that students with special needs want to go to the special aid teacher because it is calm there but one of them also wanted to have the special teaching in the classroom instead, so he/she can work where her/his friends are.

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    Examensarbete
  • 287.
    Özbek, Yusuf
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Ström, Linda
    Södertörn University, School of Culture and Education, Teacher Education.
    Interaktioner med nya medier i pedagogisk dokumentation: appen på framväxt?2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The overall purpose of this study is to examine how preschool teachers make use of digital tools in correlation with pedagogical documentation. More specifically, the purpose is to interview preschool teachers about their ideas and their use of the digital tool Förskoleappen to record and document childrens learningprocesses. The purpose will be answered with help from the following questions: In what way do preschool teachers use Förskoleappen in pedagogical documentation? What ideas and views do preschool teachers have about digital technology in general and Förskoleappen in particular? In order to find the answers to our questions we carried out a qualitative study in the form of interviews with six preschool teachers from two different preschools. We have used the designtheoretical perspective as our theoretical frame. The designtheoretical perspective describes how teachers design their classrooms and how the choice of tools affects that design. The result of the study show that there are both pros and cons working with pedagogical documentation with the use of the digital tool Förskoleappen, though the preschool teachers express that they are mostly in favor of using it.  

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  • 288.
    Özsoy, Gül-Bahar
    Södertörn University, School of Culture and Education, Teacher Education.
    "Skippar prinsessböcker med happy ending": En kvalitativ studie av genus i fem bilderböcker och fem förskolepedagogers uppfattningar om genus i bilderböcker2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of my thesis was to examine if educators need to be critical of what they read to the children from a gender perspective. I examined how picture books depict gender and if the books enhances or breaks perception of gender roles. I also examined educator’s perception of gender and if they think picture books can affect children’s perceptions of gender, but also what educators think about gender equality through picture books. The study is based on analysis of five picture books and interview with five educators.

    The results of analyzes showed that picture books are stereotyped and enhances perceptions of gender roles. The result of the interviews showed that teachers had different perceptions of gender when they selected picture books, and most of them believed that stereotypes in picture book affect children’s perceptions of gender.   The educators perceptions about equality work though picture books was different, some educators perceive it as just reading unisex picture books while other educators perceive it as reading picture books with girls in main role.

    My conclusion is that educators need to be critical of what they are reading from a gender perspective because books usually represent gender stereotypes. The educators also need more knowledge about how gender is represented in the picture books and what gender equality means.

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  • 289.
    Ünsal, Nuran
    Södertörn University, School of Culture and Education, Teacher Education.
    Inskolning på förskolan: Undersökning av två inskolningsmetoder2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    When the introduction starts for the child and their parents it holds many emotions. There are many emotions involved in the first meeting between preschool and home for both the children and their parents. So my purpose with this study is to focus on two introduction models educators at my selected preschool works by. The purpose of my study is to focus on the two introduction models that are used by educators at my selected preschool. I ´m going to view this two models by examining how the educators prepare before the introduction starts and look at their point of view. In my study I m also going to look at how the parents thought before the introduction, fast started and during it. My empirical material consists of four interviews with educators and two interviews with parents.

    The final result showed a number of important factors that both educators and parents consider of great importance to an introduction. Educators pointed out that a good collaboration and relationship with the child’s and parents was of great importance. But one mutually point that was shared by all the educators and parents was the importance of safety during the introduction.

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