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  • 251.
    Erös, Maria
    Södertörns högskola, Lärarutbildningen.
    Undervisning i naturkunskap, demokratiuppdraget och interkulturell pedagogik: Kan en interkulturell pedagogik öka intresset och motivationen för ämnet naturkunskap bland elever på samhällsprogrammet?2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Since studies points out declining interest in science among students in Swedish schools, I have in this paper chosen to examine how some students at the Social Science Programme are experiencing the lessons in Natural Science and how to make lessons more interesting according to these students.

    The purpose of this study was to gain a greater understanding of how teachers would develop new perspectives and tools to make lessons in Natural Science more interesting. I also wanted to investigate whether an intercultural perspective could be a possible tool to increase students’ interest and motivation.

    As a theoretical framework, I have assumed Vygotskij's sociocultural perspective, Habermas's theory of deliberative conversations and an intercultural perspective. Through a qualitative approach, I conducted interviews with students and teachers. The main results showed that students felt that natural Science lessons were too theoretical and undemocratic and that they wanted to have more student interactions, such as discussions and group works. One problem highlighted was the fear of saying the incorrect thing or for the teacher to reveal incompetence. The conclusion is that the students wanted to have more practical aspects of teaching, which can be relatively simple and that an intercultural education would benefit the school's democratic mandate, encourage more students' preferences of learning strategies and enable more students through more secure environment where everyone feels included.

  • 252.
    Esber, Magie
    Södertörns högskola, Lärarutbildningen.
    Fritidspedagogens syn på samverkan med lärarna2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    I have in my thesis examined what a leisure pedagogue does in school. I have asked the questions how it is with interaction between leisure pedagogues and teachers according to policy documents and according to the interviews I did with three professionals. In the literature part I began by describing the historical background to the after-school and leisure pedagogue profession until the new teacher education in 2011th.  My theory section, in previous research and theory, focuses on interaction between leisure pedagogue and teacher. In the research part I describe the interviews I did with three leisure pedagogue on three separate occasions. The results show that there are variations in the profession and that the interaction takes place if the teacher and the principal want. Also that reality is not as it is written in all policy documents. In my conclusion and discussion I talk about the leisure pedagogue’s competence, interaction and life skills for a discussion on how it looks according to the leisure pedagogues I interviewed, but also based on previous literature that I have also mentioned. I am here writing about the answer to my questions that I partly have been able to answer based on my investigation.

  • 253.
    Eskilsson, Åsa
    Södertörns högskola, Lärarutbildningen.
    Språk och identitet: en intervjustudie av några gymnasieungdomar med svenska som andraspråk2007Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study aims to investigate, describe and discuss the views of a group of adolescents on their identity and the process of second language acquisition. They all came to Sweden and started studying in Swedish schools in the last three years without any knowledge of the Swedish language.

    The study has been conducted with respect to the adolescents own perspectives and what they consider important.

    The methods used are group discussions/ interviews, observations in class and informal discussions with teachers and adolescents.

    Their voices are described and discussed in this paper. One must take into consideration that there is no objective of being neutral or to generalize the results to any other group or category. On the contrary the study has involved critical self- scrutiny and active reflexivity according to ethnographic tradition.

    Symbolic interaction has provided a theoretical framework for the study. Looking into how social identities may be constructed or communicated from the adolescents voices and looking in to their use of language the study reveals that several expectations and situations need’ to be met by different identities. The adolescents struggle to be accepted as members of the mainstream although they are a linguistic minority.

    They are convinced that second language acquisition is the key to success although the same language still is a hindrance to negotiation of identity in the school context. Their strategy to be recognised as equals manifests itself in submissive attitudes and compliance. The adolescents explain this kind of behaviour as a natural attitude from the schools in their first country. The adolescents in this study are motivated. They do not see adaptation as a loss of anything rather as an enriched life experience and nutrition to their double identities. They are not victims of language discrimination but subjected to symbolic power influencing them in their actions. They are still working on their identities, their language acquisition and adaptation to expectations in different situations. They are, and will be, multidimensional personalities.

  • 254.
    Espinoza, Eduardo
    Södertörns högskola, Lärarutbildningen.
    Elevers utveckling i den matematiska tänkande: Exempel från en fristående skolan profilerad i matematik2006Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    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

  • 255.
    Essa, Amal
    Södertörns högskola, Lärarutbildningen.
    En-till-en-skola: Pedagogernas synpunkter kring laptopanvändning i undervisning2012Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    Information and communication technology (ICT) is an important part of society. Learning occurs in all contexts and many students already use various digital media in their leisure time. This article, based on a case study in a One-to-One school. It describes how teachers perceive that their teaching is influenced when their pupils get a laptop. The purpose of this study is to investigate how the focus on one-to-one influence teachers' work in the classroom. The focus is on laptops and smart boards, from teachers' aspect. Interviews with teachers are the basis for empirical data. The result shows that the teachers saw ICT- learning tools as supportive, and when digital learning resources are used it creates new opportunities, as well as new and problematic situations. The teaching can be organized in new ways and the content of the subject can be presented in other ways. The study confirms what other studies of One-to-One-schools already have found out, for example, that the pupils have been more motivated and it is calmer in the classroom.

  • 256.
    Esteffan, Mirella
    Södertörns högskola, Lärarutbildningen.
    Läxor: En kvalitativ studie om fem lärares erfarenheter och attityder till läxor för tvåspråkiga elever2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    In Sweden it is of major concern to the society that every individual get the same possibilities to be able to complete and affect their education. Despite this some students with a foreign background have difficulties when it comes to homework’s. This is contrary to the goals that the government strives for, which is a more just society. The aim of this study is to analyze five elementary schoolteacher’s experiences and attitudes against the homework for students with two languages. I have chosen to illustrate the methods that the teachers use and the difficulties which may arise. Through qualitative interviews and different researchers’ theories five teachers have shared their emotions, thoughts and opinions concerning the chosen subject.

    The questions at issue are: 

    • Are the teachers experiencing any difficulties concerning homework’s when it comes to students with a different ethnic background than Swedish?
    • What methods do the teachers use when they choose homework’s?
    • Is the decision of homework’s affected by the fact that there are many two language students?

    The conclusion of the essay is that the teachers have a positive attitude to homework’s, they state that it is important that the children in early age learn to take responsibility for their own learning. The teachers experience difficulties with regard to homework assignments among students with two languages and they point to the students’ worse condition than the ethnic Swedish students as the problem.

    All five teachers use their one method when it comes to the choice of homework’s and the decision is characterized by the characteristics of the class, which is the students’ skills and provided. In the interviews it appeared that the choice of homework assignments often was affected by the large amount of students with foreign background. 

  • 257.
    Falk, Ellinor
    Södertörns högskola, 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 poäng / 15 hpOppgave
    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
    Södertörns högskola, Lärarutbildningen.
    Gender in schoolbooks: A text analysis of Swedish schoolbooks on religion2008Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    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
    Södertörns högskola, Lärarutbildningen.
    Mobbning: en undersökning om antimobbningsarbete2012Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    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.
    Fellnert Eriksson, Johanna
    Södertörns högskola, Lärarutbildningen.
    Genuspedagogiska samtal2012Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The education curriculum states that one of the tasks for schools and preschools are to promote gender equality by discouraging traditional gender roles. Gender equality is therefore a part of the fundamental values of the education system. In order to be able to work with the issue of gender equality, the employees need help and further education. Therefore some schools and preeschools contact a teacher specialized in gender equality work.

    In this essay I have chosen to do a field study of such a teacher at work during different workshops with nurses and teachers. The aim is to examine how she discusses gender ideas and what discussions arises from the meetings with the attendents. I focus on discussions about children, gender and gender equality, how gender is described by the teacher specialized in gender equality work and how she discusses other issues such as class and/or ethnicity.

    I have a social constructionist perspective and use gender theory with representatives as Hirdman, Connell and Butler for my analysis.

    My results show that the teacher specialized in gender equality work and the attendants tend to make sweeping statements about boys and girls as a group, that it is very important so point out that the aim of gender equality work is not to make everybody the same and that gender equality is mainly described as a problem for "the others".

  • 261.
    Fezzaga, Lamia
    Södertörns högskola, Lärarutbildningen.
    Fyra specialpedagogers förhållningssätt till specialundervisningen i en skola2009Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med denna uppsats har varit att undersöka hur specialundervisningen i en skola i Stockholms län är uppbyggd samt vilket förhållningssätt specialpedagogerna har gällande specialundervisningen av elever i behov av särskilt stöd. För att ge svar på syftet har jag tre frågeställningar: Hur är specialundervisningen uppbyggd i en skola belägen i Stockholms län? Hur utformas stödet till elever i behov av särskilt stöd i skolan? Anser specialpedagogerna att specialundervisningen kan tolkas bäst utifrån ett inkluderande eller ett segregerande integreringsperspektiv när det gäller elever i behov av särskilt stöd?

    Metoden som jag har valt att använda är en kvalitativ forskningsintervju, i vilken jag har intervjuat fyra specialpedagoger som arbetar på en skola i Stockholms län. Det empiriska resultatet analyseras samt diskuteras utifrån Peder Haugs teori om segregerande respektive inkluderande integrering och tidigare forskning.

    Undersökningens resultat visar att specialundervisningen i skolan är uppbyggd på så vis att specialpedagogerna arbetar såväl i klassrummet som i särskilda undervisningsgrupper med elever under vissa timmar i veckan. Att elever i behov av särskilt stöd ibland får gå i mindre grupper som sker utanför elevernas ordinarie klassrum, tolkas enligt Haug bäst utifrån ett segregerande integreringsperspektiv. Haug menar att dessa segregerande åtgärder leder till att elever särbehandlas med tanke på att eleverna ges olika stöd. De intervjuade specialpedagogerna är dock överens om att specialundervisningen tolkas bäst utifrån ett inkluderande integreringsperspektiv, med tanke på att alla elever oavsett behov, tillhör en klass, och bara under vissa lektioner går i särskilda undervisningsgrupper. Enligt specialpedagogerna är inte specialundervisningen segregerande då det inte förekommer permanenta undervisningsgrupper på skolan. Istället strävar specialpedagogerna tillsammans med andra lärare i skolan att i första hand försöka finna lösningar som inte stänger ut elever från den reguljära klassen. Det inkluderande arbetssättet är därmed det viktigaste målet som alla i skolan försöker eftersträva, men som skolan inte riktigt har uppnått än.

  • 262.
    Fitwi, Leila
    et al.
    Södertörns högskola, Lärarutbildningen.
    Atterlid, Camilla
    Södertörns högskola, Lärarutbildningen.
    Att vara lärare i en mångkulturell skola2008Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    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.

  • 263.
    Flodin, Jonas
    Södertörns högskola, Lärarutbildningen.
    40 år av kursplaner: en kartläggning av engelskämnets utveckling i den svenska grundskolan 1962-20002008Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Det övergripande syftet med detta arbete var att undersöka hur kursplanen för engelska i grundskolan har förändrats under perioden 1962 till 2000. Undersökningen syftar således till att kartlägga kursplanernas utveckling av engelskämnet ur ett historiskt perspektiv. Denna uppsats har med utgångspunkt från en komparativ textanalysmetod undersökt hur kursplanerna i läroplanerna från 1962, 1969, 1980, 1994 och kursplaner 2000, den reviderade kursplanen från 1994 skiljer sig från varandra rörande beskrivningarna för de grundläggande kunskapsområdena ”höra”, ”tala”, ”läsa”, ”skriva”. Centralt för analysen har varit att försöka klargöra den kunskapssyn som framträder i kursplanerna och de språkvetenskapliga teorier som influerat deras utformning.  Vilken kunskapssyn framträder i kursplanerna? Undersökningens resultat visar att kursplanerna reflekterar skolans strävan att följa samhällsutvecklingen och rådande pedagogiska strömningar. Under de gångna fyrtio åren har kursplanerna i engelska genomgått tydliga förändringar.

     

  • 264.
    Flygare, Malin
    Södertörns högskola, Lärarutbildningen.
    Grundskolans nya kursplan för matematik: en jämförande analys av den nu rådande och den kommande kursplanen för matematik2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study has been to compare the present with the future syllabus of mathematics. With a text analytical approach has questions about how the structure is different, how the look at knowledge has changed and which learning theory that characterizes the two syllabus been answered. As a theoretical framework I adopt three different learning theories, behaviourism, cognitivism and the socio-cultural perspective. The pervious research I have looked at is the concept of knowledge an the underlying theories to previous curriculum. During the increase results in the greatest difference seen in the structure. The next syllabus structure is based on one level as opposed to before when it was built on two levels of objectives, which makes the upcoming syllabus clearer and more concrete than the current syllabus in mathematics.

  • 265.
    Forsberg Dimopoulos, Åsa
    Södertörns högskola, Lärarutbildningen.
    Undervisningsvillkor i praktiken: lärarnas syn på villkoren för undervisning anpassad till alla barns individuella behov och förutsättningar2011Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study is to reach an understandingfrom the teachers' perspective of their possibilities to successfully teach ina way that fulfills every child's individual needs in a classroom, according tothe idea of a school for everyone. This study also aims for an understanding ofhow the inclusion of children with special needs in the classroom effect the otherpupils. The main questions asked are:

    • How do teachers think that the conditions of teaching adaptedto all pupils look like in practice?
    • What are the factual conditions that affect the terms forinclusive education according to the teachers?

    The empirical data were obtained through qualitativesemi-structured interviews with six teachers in primary school, stage 1-3. The materialwas processed using an inductive thematic analysis. The results shows that the mainconditions that teachers believe affect their teaching are if there is a combinationof a high student-teacher ratio and high number of pupils with special educationalneeds, if they have opportunity to teach in small groups and access to adequateeducational facilities, and last but not least, time. Time to be there forevery child, to individualise their teaching adapted to every child’s needs,for planning lessons, to discuss the ethical dilemmas with their colleagues andto reflect in order to use the right methods and strategies in the inclusiveclassroom.

    In this study, it appears that inclusion of childrenwith special needs is very complex. Inclusion leads to teachers findingthemselves in professional ethical dilemmas in which priorities must be madebetween individual pupils and the collective. Teachers are in need of betterconditions to be able to create a school for everyone. One change that isproposed by the teachers, and also by me in this study, is that it should betwo teachers in each classroom. This would enhance several teaching conditionsfor example by making time for the teachers to adapt their teaching to everychild’s needs and ability. It would also make the vision of a school foreveryone possible. Both teachers and pupils would gain from this.

  • 266.
    Forsberg, Håkan
    Södertörns högskola, Institutionen för genus, kultur och historia. Södertörns högskola, Lärarutbildningen.
    Bakom skolfasaden: en sonderande studie av gymnasieskolornas ekonomiska dispositioner i Stockholms stad2011Inngår i: Tvära möten: Om utbildning och kritiskt lärande / [ed] Peter Strandbrink & Beatriz Lindqvist, Håkan Forsberg, Huddinge: Södertörns högskola , 2011, s. 169-195Kapittel i bok, del av antologi (Fagfellevurdert)
  • 267.
    Forslin Aronsson, Åsa
    Södertörns högskola, Lärarutbildningen.
    Alternativa metoder: Att lära sig naturvetenskapliga ämnen på icke-traditionella sätt2010Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [sv]

    I dagens samhälle är det nästan nödvändigt med kunskaper inom naturvetenskap, matematik och teknik för att kunna hänga med i samhällslivet. Det krävs kunskaper för att kunna delta i samhällsbeslut som handlar om forskning, hälsa, miljö, teknik och miljö och många yrken kräver att man har djupa kunskaper om naturvetenskap.  Samtidigt kommer allt fler rapporter om att intresset för dessa ämnen minskar hos barn och ungdomar. Det blir ett glapp mellan vad samhället kräver och vad skolan utbildar för.

    Syftet med den här undersökningen är att undersöka olika alternativa metoder som lärare kan använda vid undervisning av naturvetenskapliga ämnen för att skapa ett ökat intresse för dessa ämnen. 

    Undersökningen utfördes genom kvalitativa djupintervjuer med två erfarna pedagoger som undervisat inom dessa ämnen på grundskola och gymnasium. Resultatet visar att de två lärarna blandar många olika modeller att de anpassar dem efter vilken klass eller grupp de jobbar med. Viktigt för dem är att själva känna nyfikenhet och inspiration för det de gör för då kan de förmedla det engagemanget till sina elever . De har av erfarenhet märkt att en variation av metoder ökar chansen att alla elever ska lära sig och få ett intresse för naturvetenskap.

  • 268.
    Forsner, Anette
    Södertörns högskola, Lärarutbildningen.
    Livskunskap: ett ämne i tiden2012Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this Bachelors thesis is to investigate teachers' work and attitude to life in relation to the curriculum. Furthermore, how teachers look at students' emotional/social development in their general development. The thesis also reviews the criticism from The Swedish School of Authority on various programs primarily SET (social and emotional training)

    Three qualitative interviews and four observations at three different schools with teachers have been conducted. Using theories of social constructivism, deliberative conversation and social and emotional skills, the intention is to interpret the gathered material.

    The results show that the teachers see knowledge of life in school as important in the foundation of students´ emotional/social development. One teacher follows the SET program and two teachers’ took inspiration from various other programs and ideas. All the teachers proceed from core values, curriculum and their own goals in teaching life skills. Two teachers particularly emphasized on how the students developed emotionally and socially. Teachers were receptive to the National Agency’s criticism, and emphasized the importance of method selection, student adjustment, self-interest and that the Agency support the work. The teachers furthermore were able to handle sensitive situations. 

    This study focuses on teachers´ different views for and against the work program. Teachers who did not follow any program were perceived to have the best knowledge and education, and were most suited to the student body, where evaluation exercises were common. The SET program hinders teacher adaptation to the students because of its restrictive form.

    Life skills in school curricula have been considered important by the government, teachers and parents. There seems to be an increasing concern among students and greater demands of society. Agency's lack of clarity regarding value application has meant that the manual-based program SET, is sold as aid to schools by private operators. The Agency is now critical of these programs that they consider not to be sufficiently scientifically proven.

  • 269.
    Forssell, Erica
    Södertörns högskola, Lärarutbildningen.
    Måltiden som lärandesituation i förskolan: en kvalitativ studie om pedagogers syn på barns övergripande och hälsofrämjande lärande i förskolan genom den pedagogiska måltiden2012Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of my study has been to find out how four preschool teachers at four different preschools looks at the pedagogical meal from a health and overall learning perspective. I also want to examine how, through the pedagogical meal the preschool teacher works to promote children´s learning and give them an understanding of need to safeguard their health. To achieve my aim I set the following questions;

    • What are the different types of learning preschool teachers believe that children can acquire the basis of the pedagogic meal?
    • How do preschool teachers describe their work from the pedagogical meal to benefit children´s overall learning?
    • How do preschool teachers describe their work at the pedagogical meal for the children to gain an understanding of their health?

    The study is based on a qualitative method with interviews and observations, triangulation. The theoretical approach to this study is based on the socio-cultural perspective to learning and development. The result of the study shows that there are many different types of learning that can be benefit from the pedagogic meal. For example, mathematics, language development and social interaction. The preschool teachers agree that an important role is to be available and create a positive image of the meal for the children. To gain children´s understanding of their health, the preschool teachers eat the same food as the children, in that way it becomes natural for the children to eat the food as served. They also try to get the children to taste and eat vegetables. The result also shows that some of the preschool teachers mean that it is important to talk positively about the food and not try to force anyone to taste any food.

  • 270.
    Forsslund, Jennie
    Södertörns högskola, 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 poäng / 15 hpOppgave
    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.

  • 271.
    Fredholm, Jenny
    Södertörns högskola, Lärarutbildningen.
    Elever med läs- och skrivsvårigheter/dyslexi: En kvalitativ studie i förskolan och i grundskolans tidigare år2011Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This work concerns children with reading- and writing difficulties/dyslexia. My purpose is to investigate the practical experience of teachers as well as their everyday work with these children.

    My questions are:

    • How do teachers work with children aged 4-9 who have reading- and writing difficulties/dyslexia?
    • Which various teaching aids exist for children who have reading- and writing difficulties/dyslexia?
    • Which subjects are affected by reading- and writing difficulties/dyslexia?

    To answer the above questions I have used the qualitative method. I have performed interviews and observations. Previous research has shown that reading- and writing difficulties/dyslexia is one of our most common disabilities. It is present in all classes. There is also a discussion if reading- and writing difficulties and dyslexia are the same thing or not. Early support is important for children with reading- and writing difficulties/dyslexia. My conclusion is that the educating system does many things to help children with reading- and writing difficulties/dyslexia by the use of supporting methods, teaching aids, special educators, attitude, motivation and cooperation with parents. Examples of teaching aids are computer software and speech synthesis. Finally I have seen that reading- and writing difficulties/dyslexia actually do affect all subjects.

  • 272.
    Fredin, Cecilia
    Södertörns högskola, Lärarutbildningen.
    Kläders värde och roll i skolan: En kvalitativ studie om fyra gymnasieelevers syn på kläders symboliska värde, och dess roll som statusmarkör i skolan2010Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Research establishes, that clothes constantly communicate something about its wearer. You send out different messages depending on what sort of clothes you are wearing. For example, a suit can project social status and power, while, a pair of jeans usually conveys a more casual impression. Either way, research state that clothes are symbolic expressions.

    This essay focuses on the theme clothes and pupils within the school world. Do pupils today experience clothes as symbolic values? By using qualitative interviews, I have examined how four senior high school pupils talk about clothes and its potential symbolic value in school. Together with, in what ways the participants experience clothes functions as status markers in school. The French sociologist Pierre Bourdieu´s theory of the judgment of taste, is the theoretical starting point of this paper. Bourdieu claims that trivial things, such as clothes, reveal the social belonging of the individual. Because, clothes can project differences in taste, and taste is connected with social class, according to the Bourdieu.

    The conclusion of the essay is that all participants, more or less, experience that clothes project symbolic values within school; however, what it projects varies in different social spaces. That is, clothes do not have the same symbolic meaning in all schools. For the second research assignment, I have come to the conclusion that quite often clothes actually do functions as status markers in school. But, what sort of clothing that is synonymous with status also varies within different social spaces. That is, a piece of clothing that is symbolic with high social status in one school does not necessarily project the same status value at another school.

  • 273.
    Fredmark, Magdalena
    Södertörns högskola, Lärarutbildningen.
    Läraren som ledare: en intervjustudie av sex lärares syn på sin ledarroll i klassrummet2008Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    In my essay I have examined how teachers look upon their role as leader in the classroom. I have interviewed six teachers, senior level ones and teachers from the upper secondary school, about how they look upon tasks that involve planning, control, motivation, groups, and individuals. Based on their answers, I have analyzed if there is anything that can be related to a common leader competence within their profession and, in that case, how it will appear.

    The result that I have found has been that it exists a common leadership style that teachers are more or less conscious of. The teachers decide on what level the classes or the pupils are and

    after that decision they plan their education. The leadership in the classroom can be of different kinds depending on the situation. The leadership is then a situational leadership which means that at one point the teacher tells the pupils exactly what to do. After they have

    learnt more the teacher tells the pupils what to do, but also why they must do it. Next step is that the teacher only tells the pupils why they must do it. The final step is when the pupils themselves know what to do and why they must do it.

  • 274.
    Fredriksson, Peter
    Södertörns högskola, Lärarutbildningen.
    Den Fjärde Basfärdigheten2006Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    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.

  • 275.
    Frick, Charlotte
    Södertörns högskola, Lärarutbildningen.
    Ett tidigt möte med matematik: En förskolas arbete med matematik2010Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This research is about the experience educationalists have of children encountering mathematics in a preschool. What is the impact of introducing mathematics in preschool? How do educationalists work with mathematics and how do they experience the children’s interest in mathematics?  The aim of this degree project is to examine how educationalists experience children´s interest in mathematics when they encounter mathematics at an early age. The degree project is limited to educationalists and children within a preschool located north of Stockholm.

    This research seeks answers to the following questions at issue. Does an early encounter with mathematics in preschool lead to increased interest in mathematics among children?  How can educationalists in preschool work in a appropriate way with mathematics to stimulate children to develop within mathematics and to increase their interest? How does educationalists in preschool experience children´s interest in mathematics?

    Theories by Piaget, Vygotskij and Dewey were used as well as former research in this subject.

    To answer the aim and the questions at issue in this research, three interviews was conducted with educationalists at the preschool and recorded with a Dictaphone. This was later listened to and written down word for word. The interview consisted of open questions. A questionnaire was also conducted which was handed out to twelve educationalists of which ten responded to.

    The result of the interviews and the questionnaire concluded to the following: The educationalists believed that an early meeting with mathematics in preschool could lead to increased interest in mathematics. That an early meeting is important emerged with two of the interviewed educationalists, and two of them even thought that it was really important. The answers to the interview emerged that a good way of working with mathematics is to use concrete material, challenging activities and to practice mathematics in a practical way. As concluded by the interviews, the children at the preschool has shown great interest in mathematics. According to the educationalists own experiences, the children had for example shown interest in mathematics during present gatherings. During the interview it was also concluded that children can be very interested if new material is introduced. Another educationalist experienced children´s interest as something very positive and meant that the children loved to count.

    The conclusions for this research is that children of all ages in preschool experiences mathematics as something fun, exiting, interesting, pleasant and challenging. Another conclusion is that it is important for children to use concrete material in preschool, that the material is available and visible for them to do their own research with. Competent educationalists are needed to stimulate and challenge the children when learning material is used.  The importance of children in preschool being challenged with different kinds of activities to reach new knowledge was also concluded in this research. The children acquire knowledge by learning mathematics in a practical way. My interpretation of this is that children in preschool experiences mathematics as something very positive and as an educationalist you need to work in a developing way and make mathematics visible in daily situations.

  • 276.
    Frisén Vastesson, Leonor
    Södertörns högskola, Lärarutbildningen.
    Om man inte ens har begreppet, så är man bara annorlunda liksom: En studie av transsexuellas identitetsskapande i en heteronormativ skola2010Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Den här uppsatsen har haft som syfte att undersöka hur fem unga transsexuella upplevt sin skoltid och hur detta har påverkat deras identitetsskapande. De tre frågeställningarna har varit:

    1. Hur har intervjupersonerna skapat sin könsöverskridande identitet i en skolkontext?
    2. Vilka är de praktiker och diskurser som de format och formar sina "jag" genom?
    3. Mot vilka diskurser, om några, gör de intervjuade personerna motstånd genom sitt identitetsskapande?

    Uppsatsen poängterar att forskning inom utbildningsvetenskap med koppling till sexualitets- och identitetspolitik är essentiellt för lärarutbildningens och läraryrkets utveckling. Det finns redan uttryckligen formulerat i styrdokumenten men verkligheten i verksamheten tycks se annorlunda ut. Skolan har ansvar för alla barn och unga som befinner sig i verksamheten. Man kan därför inte blunda för de rapporter om ohälsa och utsatthet som redovisats av statliga institutioner såsom Folkhälsoinstitutet och Ungdomsstyrelsen.

  • 277.
    Frost, Merit
    Södertörns högskola, Lärarutbildningen.
    Gruppdynamik och social gemenskap inom fallskärmssporten: ett elevperspektiv2009Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    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.

  • 278.
    Fröberg, Maria
    Södertörns högskola, Lärarutbildningen.
    Att skriva sig till läsning- mer än bara ord: En kvalitativ studie på en mångkulturell skola, om läs- och skrivutveckling med datorer2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of the study is to see how teachers and students work in a multicultural school according to a method which teaches students to write before reading with the aid of computers. A further aim to investigate is how pupils with Swedish as a second language develop their linguistic skills using the method.

    To participate in modern society requires a lot from the individual. To function in a society that is constantly changing requires a good knowledge of the use of language in order to participate as a democratic citizen. It is therefore important that all students develop good linguistic knowledge regardless of their first language.

    The study is based on interviews with four teachers, operating in a multicultural school. Besides the interviews observations were made of the teachers and students in their daily work with computers.

    The results of the study showed that the method is language stimulating and develops the second language of the learners. Students received more knowledge than just reading and writing. The student was given an opportunity to develop in inter-cultural contexts, and gained a wider linguistic repertoire. The conclusion was that the teachers were unaware of the opportunities they gave students in their language development. The work contributed to interculturality as a comprehensive foundation for teaching. It was through participation, and meaning creation as starting points in their teaching, but teachers were unaware of their approach to teaching.

  • 279.
    Fröling, Emma
    Södertörns högskola, Lärarutbildningen.
    Legitimation för förskollärare: Statens strategi mot ökad professionalisering2011Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    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

  • 280.
    Fuentes Urrutia, Ivar Alexis
    Södertörns högskola, Lärarutbildningen.
    On the Air: Vad talar för att införa mediekunskap som kärnämne i gymnasiet?2009Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The objective with this essay is to establish the benefits of inserting media as an obligatory topic in the upper secondary school. In order to succeed with this I will not only type this essay I will also produce a medial production in the form of a film.  I have interviewed two senior masters on Södertörns College where I have reviewed different questions that relate to the matter's weight in school values and the society. In the study I will also reflect over existing research within the area and to link these to the issue and those interviewed opinions. In the film I also present statistics within the communication technology's increase and an explanation how one obligatory topic becomes an obligatory topic.

  • 281.
    Furst, Kristina
    Södertörns högskola, Lärarutbildningen.
    "Vi försöker att få in det i vardagen": en kvalitativ studie om förskollärares tankar kring pedagogisk dokumentation i förskolan2011Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Background: Pedagogical documentation is currently used as a natural part of the educational activities under the revised curriculum for preschool.

    Aim: The purpose of this study is to see how preschool teachers perceive and define educational documentation in preschool. The aim is also to see what opportunities and obstacles that may arise over the pedagogical documentation.

    Method: The study was conducted along a qualitative approach with questionnaires in order to reach more preschool teachers and thus obtain a broader picture of the subject content. From a phenomenological approach I have taken account of the preschool teachers' experience and perception of educational documentation and designed it to my own interpretation.

    Results: The results show that pedagogical documentation is an important tool in preschool teachers work not only found to contain a product, but seems more like a collection of a lot of products to be brought together into a whole.

  • 282.
    Furuvik, Anna
    Södertörns högskola, Lärarutbildningen.
    Kristna friskolor: En kvalitativ studie om föräldrars val av kristna friskolor2010Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This paper is based on a study of the Christian religious school. In Sweden today, surveys have shown that there is a common fear and negative attitude towards Christian religious schools. Despite this fact these schools increase in numbers, which makes it relevant to investigate what reasons the parents base their decision on when making Christian religious schools their school of choice for their children. The formulation of the question in this paper is therefore based on why the parents choose to place their children in a Christian religious school. Previous research on this topic is very scarce and poor, which makes it a relevant topic to investigate more thoroughly. The method used in the survey is interviews made with parents, teachers and principals who all have a connection to a Christian religious school; either by having their children placed in one, or by working in one them selves.

    The result of the survey shows that parents often place their children in a Christian religious school because they feel safeness in this kind of school, which is in line with the previous research that has been made in this area. The safeness is often related to that the parents share common ideals and visions with the school. Moreover the result of the survey also shows that common conceptions among people about Christian religious schools not at all reflect the reality. An example of such a misconception is that children in Christian religious schools get segregated with people of similar class or religious background to a greater extent than children in regular public schools, which the well-known researchers claim. In fact, this survey showed the exact opposite; the municipal schools are in general more segregated than their religious equivalents.

  • 283.
    G Linné, Juliana
    Södertörns högskola, Lärarutbildningen.
    En legitimering av läraryrket: Kan det höja statusen?2009Independent thesis Basic level (university diploma), 15 poäng / 22,5 hpOppgave
    Abstract [en]

    In May 2008, the Swedish Government proclaimed several proposals in order to increase the status of the teaching profession. One of the proposals was that each teacher should be obligated to obtain a "teaching license" to be allowed to teach. The license/certification will guarantee that the teacher has the sufficient knowledge of pedagogy and subject obtained from University. The existing teachers who do not hold a proper certification today will be given a certain time period to attain one. The teachers that are certificated teachers but that are giving lessons in subjects not certificated in will be given a chance to obtain the proper knowledge of the subject. Newly graduates must perform a year of teaching under the supervision of a mentor before becoming certified teachers. Teachers that have been active in more than six years has the possibility to become "Särskilt kvalificerade lärare", which means the teacher will receive more responsibilities in the school and therefore will be higher compensated.

    The theory I have used in the memo is Bourdieus’ division of capital, which is dividing professions after capital. According to his classification, teachers have a higher culture capital (knowledge and education) than economical, which might explain the professions current status in the society today.

    The method I used in the memo was to interview three teachers and a principal at a school in one of the western suburbs of Stockholm to see their point of view of the Government’s proposals. The teachers and the principal interviewed were positive to the Governments proposals and thought that a teaching license/certification could contribute to a higher status of the teaching profession. By eliminating not certificated teachers and at the same time demand a higher subject competence among teachers will contribute to boost the professions status in the society. The interviewees were, however, questioning how the certification will be adapted in real life and how it shall be financed.

  • 284.
    Gadban, Hanna
    Södertörns högskola, 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 poäng / 15 hpOppgave
  • 285.
    Gahrén, Jannike
    Södertörns högskola, Lärarutbildningen.
    Pedagogiskt arbete på Bror Hjorths Hus: invandrargrupper samt skolklasser.2007Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The house of one of the most prominent Swedish artists of the 20th century, Bror Hjorth (1894-1968), was turned into an artists-museum and opened to the public in 1978. It has since the start held pedagogical activities and during the years developed its own pedagogical approach.

    I have studied the museums pedagogical work from two perspectives; visiting groups of immigrants and visiting groups of schoolchildren, in search of answers to the questions; can art be used as a way to integrate immigrants into the swedish society, and can artmuseums be a resource for schools?

    This essay contains my observations, conclusions and theories as well as general facts about Bror Hjorths House.

  • 286.
    Gallegos Jr, Bruno
    et al.
    Södertörns högskola, Lärarutbildningen.
    Nord, Linda
    Södertörns högskola, Lärarutbildningen.
    Elevers känslor och tankar om betyg i år 92006Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    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.

  • 287.
    Gardelin, Amanda
    Södertörns högskola, Lärarutbildningen.
    En insyn i waldorfskolan: en kvalitativ studie av fyra lärares syn på sin egen undervisning2012Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Background: The Waldorf school was founded by Rudolf Steiner during the early nineties in Austria. The pedagogy is established in the antrophosofical sight of humanity, which contains focus on three watchwords when it comes to teaching. These are the will, the feeling and the thought. 

    Purpose: The aim of this study is to investigate how teachers in three Waldorf schools are working during to the curriculum and to bring out the differences and the similarities with the municipal school. This essay is focusing on four themes and theories; artistic learning processes, gender, multimedia and environment.

    Method: In order to investigate this kind of teaching I choose interviewing as a method, specifically semi structured interviews. Four teachers at three different schools in Stockholm county was interviewed. I choose not to interview children, because of the ethical aspects that are included in academic practices.

    Result: When it comes to the differences between the Waldorf schools and the municipal schools, the teachers mostly talk about the artistic processes but also the so-called IKT that has a bigger significance in the municipal schools. When it comes to gender research it has proven that the spiritual parts in the Waldorf school neutralizes the gender roles.

    Conclusion: Three teachers with Waldorf education mostly agree when it comes to not having computers in the low classes. One teacher thinks IKT is important and uses e.g powerpoint with the pupils. Over all the teachers do not agree with the municipal school and their viewpoint of the goals of learning. The Waldorf teachers think it is more important to adjust the teaching towards every individual.

  • 288.
    Gatri Zoghlami, Youssra
    Södertörns högskola, Lärarutbildningen.
    Historien om samerna: Föreställningen om samerna och samernas historia i svenska läroböcker 2010Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The Sami people are a national minority in Sweden, but are also considered as native citizens of Sweden, Norway, Finland and Russia. The world has however a very limited knowledge about the Sami’s and their cultural background.

    The aim of this proposal is to examine six different history schoolbooks which depict the Sami people in Sweden. In addition, one of the key elements of this proposal is to understand how the selected literature represents the Sami people.

    Lastly, the proposal also seeks to review if the literature in the schoolbooks represents the elementary curriculum goals (Lpo94).

    The selected method was to do a text analysis of the literature and to illustrate that is presented in the reviewed schoolbooks. The text analysis is completed with an analysis of the illustrations and pictures that are presented in the selected schoolbooks.

    The key findings were that the review in majority of schoolbooks has stereotypical descriptions of the Sami people. The Sami people are generally depicted with the hut and the reindeer management in majority of the reviewed schoolbooks.

    The research about the Sami people is inappreciable in majority of the reviewed literature. In addition, the Sami people are often presented in connection with “other” history, such as the silver ore in the mines or the territory dispute with settlers from the south of Sweden.  

    As a conclusion from the literature review, the Sami people are depicted as people with not much cultural history, static and none evolving. 

  • 289.
    George, Nisha
    Södertörns högskola, Lärarutbildningen.
    "Det är konstigt att det är svenskar som är minoritet i den här skolan i Sverige": En undersökning av elevers identitetsskapande i relation till den mångkulturella skolan2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    It is in a time of changes when the human being mainly seeks for its identity. In today’s globalized and internationalized society where people meet whom belongs to various religions, talks different languages and are carrying on different values and previous experiences. This has resulted in a multiculturalism and diversity in the "Swedish school". As a teacher and pupil in this school of multiculturalism you are daily faced by individuals that either you define yourself as or in relation to.

    The purpose of my study is for me to show how pupils with foreign background look on the multicultural school, and also how they create their identity in relation to the diversity offered by the school. I visualize in my study which concepts and reasoning the pupils use when they are talking about their school and how they create themselves. The study was based on two "focus group interviews" conducted in a school in a multicultural community in Stockholm.

    I have through my focus group interviews tried to find answers to how they look at the multicultural school and how they form their identity in relation to each other. The socio-cultural perspective on the teaching is the theoretical basis of the essay. In addition to the socio-cultural perspective I have chosen to bring up three concepts which have been essential for this essay, "multiculturalism/diversity", "ethnicity" and "identity".

    The pupils who participated in the study is in favor of the multicultural school, where they talk about a friendship above "limits" as nationality and religion, and also a knowledge about their fellow pupils. The identity is formed and adopted to the social context pupils are in, they align who they are after the context they are in. The "Swede" on the other hand, is missing in the multicultural school, where the Swedish language is considered being desirable. The pupils are creating their identity in relation to a "Swedish one".

  • 290.
    Gergis, Nancy
    Södertörns högskola, Lärarutbildningen.
    Läxhjälp: en undersökning och jämförelse mellan två skolor2010Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This is a comparative study examining one school with scheduled homework assistance andone school without homework help tuition. The study has investigated the use of the schoolbasedhomework assistance program at a grade school in a municipality outside of Stockholm.To what extent do the pupils use this resource, and what are their attitudes to it? Do theyregard it as a useful resource? What is the opinion of the teachers involved, do they findhomework tuition relevant and meaningful?The governing documents for the Swedish schools do not make the handing out of homeworkmandatory, and do not require that schools organize homework assistance. The emphasis inconnection with homework is that pupils should learn to take responsibility for their ownstudies. There is, however, a commersial market for homework assistance, at prices that arenot accessible for most parents, and some municipal schools have stared programs forhomework tuition. This resource is costly also for the individual school, and my interviews inthe other school, that did not offer this resource to their pupils, illustrated the kind of factorsthat can be involved in a decision not to afford it.

    The teachers interviewed in the school with home work assistance related their argumentsabout homework to the steering document. They offer their students homework to give theopportunity to take personal responsibility for their own studies while learning the timeperspective too. The majority of pupils in this school have a positive attitude to homeworkand the homework assistance that the school has organized for them. From observations andinterviews made in this study it can be stated that the pupils use the homework assistanceresource because they think they learn more when the teacher is there, and can be asked toassist. The homework becomes much easier and more relevant for them.The reason that schools offer homework assistance is to give all the pupils the sameopportunity to receive help with their studies and to show the right way and lead the way toachieving the goals. In Sweden it is up to each school to determine what resources they wantto have. This study provides insight on how the homework assistance resource used in arelevant way.

    The study shows how the responsibility that lies on a teacher in encouraging pupils to do theirhomework and to attend to the scheduled homework assistance when they need.Key words: Homework, homework assistance, teaching, resource, grade school (compulsoryschool)

  • 291.
    Gevriye, Bahie
    Södertörns högskola, Lärarutbildningen.
    De är ganska segregerade, det är de, och det ärproblem: En studie om nyanlända grundskoleelevers skolgång i en förberedelseklass2010Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Abstract [en]

    My study is about a preparation class in a selected municipality. It is based on the child¹s perspective, and it tries to highlight the school situation of new arrivals in a school where the majority of the pupils are of Swedish origin. The purpose of my study is to visualize how the education for newly arrived children is organized in the municipality, and to get an understanding of a range of student’s view of the schooling in the preparation class as an introduction to a regular class.

    To reach my goal, I have used qualitative methods, based on qualitative interviews. The interviews were made with six newly arrived pupils, and one interview was made with the deputy head of the school, which is in charge of immigrant education in the municipality. The results show that the four primary schools in the municipality have two preparation classes located in a school for year 1-5 and 6-9. The interviewed pupils are between 13 and 15 years old. The interview reveals deficiencies in different areas, concerning the newly arrived children.

    The pupils are relatively segregated in school and they have no opportunities to form relationships with other pupils, which can lead to stigma. The education is characterized by lower expectations, and it is not ideal for the children’s cognitive development. The pupils also receive mother tongue education, and a few of them get student consolation. Most of them prefer student consolation, where the education is in Swedish simultaneously with their native language. The mother tongue education is not yet suited to the pupils’ abilities and needs, and the teachers in mother tongue language have a lack of qualifications.

  • 292.
    Ghazala, Youssef
    Södertörns högskola, Lärarutbildningen.
    Finkultur Versus Fulkultur: En studie i hur lärare och elever förhåller sig till historiska källor kontra historiebaserad populärkultur2009Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    History has always been a doctrine with several qualities. Control over historical documentation has long served as a power tool for great men, where the victor wrote history as he or she wanted to. But history has never been exclusive to those who hold power - on the contrary, history is a central part of each individual's life, whether it is true or false. It gives an understanding of why the world looks as it does, gives the identity, related and confirms the origin as well as inspire the epic hero tales that are not always completely true. Within school, the Swedish National Agency for Education instructs that:

    The subject aims to stimulate students' curiosity and desire to broaden their world in a time dimension. [...] It also aims to develop critical thinking and an analytical approach as a tool to understand and explain society and people's lifestyles. This enhances the ability to be critical both for the historical sources for the texts and other media in our time.[1]

    Just the question of what is true and invented has always been important to historians, of which the central concept of source criticism. However, the truth has never been the operator of an epic hero story forward - something they often see in Hollywood films and other popular culture where the story adorned and adjusted to best appeal to the audience. That history is the basis for the epic masterpiece, however, nothing that occurred with the birth of Hollywood films. Already during the Middle Ages, the Norwegian King Sverre, who died at the beginning of the 1200's, said that "the lying sagas were the funniest."

    Sverre was not alone in experiencing the untrue tales as the funniest. Previous research argues that the majorities of the school’s students share his view and would prefer popular culture as an alternative of solid historical documentation. The dilemma with this is that school requires that students must develop critical thinking and create a picture of human history that is correct, which in turn requires one to take on reliable sources, who unfortunately are not always perceived as particularly amusing. Popular culture, however, has no requirement to be historically accurate, something that contributes to the creation of historical myths among some pupils.

    This study therefore aims to increase the understanding of how teachers and students relate to historical sources and popular culture that uses a historical background to weave fiction.        The study confirms previous research concerning students 'and teachers' approach to history in terms of historical sources and popular culture, historical links. The study also shows that the difference within students and teachers attitudes in many cases can lead to negative results in which students lose interest of history - as well as some students find the teacher's broad historical knowledge stimulating. Finally, the study shows, based on empirical data collected (with support from previous research) why popular culture with historical themes are relevant to history teaching, and how the same popular culture can be implemented in teaching.

    [1] Translation from Swedish - Skolverkets kursplan för Historia på gymnasiet: (2009-10-03) http://www3.skolverket.se/ki03/front.aspx?sprak=SV&ar=0910&infotyp=8&skolform=21&id=HI&extraId=

     

  • 293.
    Gherman Palmert, Siri
    Södertörns högskola, Lärarutbildningen.
    Det brinner i förortens ungdomsroman: bilden av unga män med utländsk härkomst i 2009 års samhällsrealistiska ungdomsroman.2009Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of this paper is to examine how young men of foreign background are pictured in the realistic adolescence novels of 2009. In my process of work I have used a classical schedule for literature analysis from which I have worked out a few questions to use on my texts. The questions are related to the main characters and some of the most important minor characters – all are young men with foreign background – and focuses on aspects of for example where they live, who their friends are and what they think about and dream of.

    To put these pictures into a wider perspective I compare my results with the well known stereotype picturing of men with foreign background in media. I then discuss how or if this affects the young men’s picture of themselves and the majority society’s picture of them. Another part of my discussion is how school can provide good role models for their students and how and if we can work with these stereotypes. To relate to young men with foreign background I have used two culture studies.

    The result of my analysis shows that the picturing of young men with foreign background tends to be stiff and static and closely stereotype. My conclusion is therefore that the picturing of young men with foreign background in the realistic adolescence novels of 2009 is familiar to the ones we can see in media. And from looking at the two culture studies I used, I can see that the stereotype pictures tend to affect how these young men picture themselves and also how the majority society pictures them. This can in the long run be dreadful for the self-image of these young men.

  • 294.
    Giraldo, Tony
    Södertörns högskola, Lärarutbildningen.
    Specialpedagogik förr och nu: Tre stockholmsskolors specialpedagogiska arbetssätt2007Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    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.

  • 295.
    Gonzalez Cruz, Yarmila
    Södertörns högskola, Lärarutbildningen.
    Konstpedagogik: ett alternativt arbetssätt2010Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study concerns art education, and the importance of creativity in learning. The objective is to examine the use of art education in practice, and the school teacher’s position on this practice.

    The theoretical basis of the study is rooted in a socio-cultural perspective, and concerns the relationships between theoretical concepts as learning, knowledge and art education.

    The investigation is qualitative and the main research methods are participant observations and structured interviews.

    The group studied in this investigation consisted of five active educators, who work at different schools and make use of art-based methods in their daily work.

    My results show that teachers believe that art education can be used by schools as a gateway to the other subjects. Art is regarded as a form of understanding through which pupils explore their surroundings, challenge their ideas and build skills through interaction with others.

  • 296.
    Gonzalez, Mary Selva
    Södertörns högskola, Lärarutbildningen.
    Boksamtal: En språkutvecklande metod för andraspråkstalare2010Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The main purpose of this essay is to study how classroom interaction can take place in a class for Second Language Learners (SLL).1 I have applied a case study methodology on a linguistic method used by a Teacher in Swedish as Second Language working on a primary school situated in the Southern suburbs of Stockholm. The learning method is based on extensive reading of books which comprehend several learning techniques organized into a process that support the development of linguistic skills such as discussing in a group, writing, reading and thinking in a second language. The methodology applied is based on observations, on an interview with a Teacher in Swedish as Second Language and on a questionnaire answered by 11 students that participated on “Boksamtal”.

    Based on a theoretical framework about socio cultural theories on learning and scaffolding,2 I attempt to integrate theory and practice to investigate how the Teacher succeed on applying effective methods for second language learning. Through the analyses of the data is also my intention to emphasize the advantages and disadvantages of such a method. In order to clarify the analysis I have identified two different kind of scaffolding: the Teacher-Student interaction and the scaffolding that creates through the learning methods on “Boksamtal”.

    The results of the analysis shows that a school organization that affirms the student’s identities, has a well organized program based on context-embedded teaching with a combination of different forms of scaffolding succeed to generate critical language awareness and cognitive skills. On the other hand I found several points that are worth attention such as the a lack of cooperation between the mother tongue Teachers and the other Teachers of the school, and the importance of choosing appropriated books on which the students can easily relate to. Furthermore I found two points that need deeper reflection, which strategies can be used for shy students that do not produce a word and how can the school find adequate support for a second language student born in Sweden who has not attained the expected level.

    1 Cummins 2001: 3262 Gibbons 2006: 29

     

  • 297.
    Gorgis, George
    Södertörns högskola, Lärarutbildningen.
    Historielärobokens användning: En studie om gymnasielärares användning av historieläroboken.2009Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    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.

  • 298.
    Gorgiz, Olgha
    Södertörns högskola, Lärarutbildningen.
    Den rosaklädda, modiga, prinsessan: En hjältinna på egna premisser: En kvalitativ studie om hur barnförfattaren Per Gustavsson framställer kvinnligt genus i fyra av sina prins-och prinsessböcker2012Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Gender awareness is considered of absolute importance to Swedish school’s and preschool’s main mission – equal opportunities for all children. Gender portrayal in childrens literature is now one subject of vast study, since literature often carry underlying messages of the perception of male and female. With this in mind, the purpose of this thesis was to analyse, mainly through Maria Nikolajeva’s scheme of gender ideal types, how the Swedish writer Per Gustavsson portrayed girls in four of his so called Prince- and princess books. Secondly, I examined if girls were portrayed differently in the two princess books in comparison to the two Prince books. At last, the study also investigated if and how Gustavssons four books showed any signs of gender awareness. The method used in the thesis is of a qualitative kind, and the method uses was that of a character analysis.

    The main results showed that all four books mainly portrayed girls as brave, strong and intelligent. In many ways this went beyond that of a more traditional gender description. However, in the two Prince books, the female cleverness was used mainly to the aid of the prince; discussed as a minor loss of female independence. Furthermore, Gustavsson also used stereotype gender roles in his physical description of girls. The result therefore concluded that Gustavsson combined stereotype gender roles with more modern female gender portrayals, and that the books could be said to carry one less radical message of gender awareness.

  • 299.
    Goulas, Stylianos
    Södertörns högskola, Lärarutbildningen.
    Jag tvingar mig ta Natur: Kulturellt kapital, strategier och kompromisser inför gymnasievalet i en skola i Husby2010Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This is a study on how a group of ten pupils choose their upper secondary schools (gymnasium). All pupils are ninth graders in a middle school in Husby which is a suburb of Stockholm. Like the big majority of Husby citizens, they all have immigrant backgrounds and their time in Sweden varies; some are born here while others are born abroad and migrated later with their parents. My aim was to understand their upper secondary school choices through own and their parents’ "cultural capital". I based my study on Bourdieu’s theory on social reproduction and I used his terminology and definitions of cultural capital, interest, field, habitus and strategies. I investigated if and in what way these children follow the tracks of their parents in terms of future educational and working plans but even in terms of common cultural and leisure activities and the way they affect their upper secondary school choice. The Swedish upper secondary school is divided in 18 different specializations, 12 technical and 6 theoretical, respectively. In the first, the pupils are prepared for a technical profession and in the second, they prepare for further academic studies. I was interested in finding out the pupils’ strategies in fulfilling their educational and professional dreams in connection with their choice of upper secondary specialization and their parents’ educational and cultural interests and backgrounds. I used a qualitative method, specifically interviews. I transcribed the interviews and I tried to relate what was said to Bourdieu’s theory. I was mostly inspired by the phenomenological approach where the interviewer avoids taking position and focuses on the message the person being interviewed tries to communicate. Most families in my study have a relatively law cultural capital and even though some have had academic studies and high status professions in their home countries they have had jobs that did not match their education level in Sweden. Most children aim high in the educational rank and especially those who come from high educated parents seem to have a better knowledge of the Swedish educational system and how to better move into it.

  • 300.
    Granath, Imaan Monica
    Södertörns högskola, Lärarutbildningen.
    Ni får ju prata, men...: om skolans pedagogiska idéer och uppdrag utifrån begreppet kommunikation2010Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study is to describe the three most significant pedagogical ideas and their impact on the national curriculum from the concept of communication. As the school is a social learning community this study looks at some teachers’ perceptions and experiences of teaching with a communicative approach, and the obstacles they claim to meet. The educationist Kieran Egan argue that these three pedagogical ideas are incompatible and that a curriculum that compromises them is doomed to fail. He mean that a new coherent view on education is required and should be based on students’ understandings. The knowledge should be presented as it easiest can be comprehended during a person’s intellectual development. The study includes qualitative interviews with four teachers that teach students from 6 to 9 years old, and field observations in their classrooms. The main conlusions are that a communicative approach requires a suitable classroom design that enables co-operative learning. The teachers in the study pairs their students two and two or four and four to enable that a dialog occurs between the students, on the subject of the lesson. The classroom design also makes a statement of dissociation with traditional teaching if the teacher’s desk is placed in the back of the classroom, out of focus. As the national curriculum highlights the importance of communication all teachers in the study encourages their students to co-operative learning and communication, but find the noise difficult to handle. It’s their conclusion that smaller groups of students is highly desirable and possibly the only way to overcome the incompatibility that exists within the curriculum.

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