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  • 301.
    Granquist, Anna
    et al.
    Södertörn University College, Lärarutbildningen.
    Mårdfjäll, Eva
    Södertörn University College, Lärarutbildningen.
    Jag trivs bäst när havet svallar, och måsarna ger skri: En textanalytisk studie av biologisk mångfald i läroböcker2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Biological diversity is one out of four dimensions, characterizing the subject of Biology ac-cording to the school curriculum. As a concept, biological diversity had its break through at the UN environmental conference in Rio de Janeiro in 1992, where the convention about bio-logical diversity, named CBD, was signed. According to the convention, almost all the na-tions of the world have engaged themselves to preserve the national diversity of species, in-cluding the diversity of genetics and ecological systems.

    This thesis focuses the biological diversity from the perspective of school books. The aim is to find out how the biological diversity is presented in biology books for students aged 12-15 years.

    In 1994, the current Swedish secondary and high school curriculum called LPO-94 was pre-sented. The biology books used in this study were published between 1994 and 2007, all of them exist in many editions and are published by three different publishers.

    The conclusion of the study is that all the biology books that were examined have reached different levels of the development in the field of biological diversity.

  • 302.
    Granquist, Martina
    Södertörn University College, Lärarutbildningen.
    En frisk själ: en studie om läkepedagogikens syn på normalitet och avvikelse2005Independent thesis Basic level (degree of Bachelor)Student thesis
  • 303.
    Gullberg, Max
    Södertörn University, Lärarutbildningen.
    Kakie i Potjemu: En studie av vilka elever som väljer att läs aryska på gymnasienivå och de motiv de anger för sitt språkval2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay investigates the pupils, in Swedish upper secondary school in the greater Stockholm area, who choose to study the Russian language as a foreign language. The essay asks; who are these students, and what is motivation behind their language choice? In order to answer these two questions the essay uses both interviews and paper survey. The theoretical background ofth is essay is based on the works and theories of French sociologist Pierre Bourdieu, and thus the question; who are these students is aimed at the students' social and economical background in lines with Bourdieu's theories. The essay also uses the earlier study of Swedish sociologist Mikael Palme, in which he maps the different schools and programs in the greater Stockholm area, in a socio-economical context based on habitus. The results of the essay are that the students mostly come from relatively wealthy homes and have parents with highereducation. Half of the students are girls and the other boys. Most of the students have a Swedishbackground and as many as 96% of them intend to continue to study after upper secondary school. The most frequent reason, for students choosing to study Russian, is the notion language is exotic, exclusive and interesting. The essay also found that very few of the students had any plans for future studies with any connection to the Russian language

  • 304.
    Gulsun, Kan
    Södertörn University College, Lärarutbildningen.
    Språkutvecklande arbetssätt i förskolan: language development approach in preschool2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to investigate into the praxis based sociocultural tools that are utilized to enhance language development in early childhood education. Four pre-school teachers were involved in this study. Two were recruited from an independent pre-school "Maria Montessori", practicing the pedagogical philosophy developed by Maria Montessori. Two were from a public pre-school herein named "Kvasten", which has no official philosophy but where the teachers (like in many Swedish pre-schools) work in a general alignment with the principles of Reggio Emilia pedagogics. The theoretical fundament of the study lies in the general theories of language development and education of Jean Piaget and Lev Vygotskij, and the comparative element mainly concerns the variations in pedagogical praxis between the two pre-schools, and the way the teachers reason about language development. No attempt is made to systematically compare the general merits of the Maria Montessori method and the Reggio Emilia philosophy in enhancing early childhood language development.

    The empirical material consists of interviews and observations. The research method used draws on qualitative methodology in the observations and in the interviews with pre-school teachers. The study confirms that language is considered to be an important part of early development by all teachers interviewed, and this was also confirmed by the observations conducted in the two pre-school settings. The early childhood teachers in this study work actively and consciously to stimulate the children’s language development. The data analysis demonstrates that the pedagogues used various working methods and different educational materials in order to stimulate the children’s language development skills. At the same time the study shows that the teachers’ methods of education differed slightly depending on the varying possibilities and opportunities provided in the two pre-schools.

  • 305.
    Gunduz, Madelen
    Södertörn University College, Lärarutbildningen.
    Vad kännetecknar en bra respektive mindre bra lärare?: En studie om gymnasieelevers syn på ledarskapskompetens i klassrummet.2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this project is to examine students' pespectives on quality in teaching. The characteristics that are described to denote a 'good' and 'less good' teachers are linked to ideas about types of corresponding leadership styles in the classroom. The report is based on surveys of students in Upplands-Bro high school outside Stockholm. In order to get better insight and further knowledge of the subject, the student accounts have been related to current discussions in the literature about good leadership and teaching quality.

    Following the methodology of grounded theory a pilot study was constructed to design the research instruments. In the pilot study I collected students' perceptions on quality-related categories in teaching and leadership which then formed a bases for a survey which was distributed to a larger student sample. The survey includes questions that relate to the middle order, which is based on three criteria that make up the characteristics of a 'good'/ 'less good' teacher and the leadership style that suits students descriptions of good teacher characteristics.

    The results of the study show that a good teacher should have subject knowledge, be good at writing and illustrating the curriculum on the whiteboard and explain and clarify their instruction through good communication. Results of the category 'a less good teacher' show characteristics of a teacher who does not have subject expertise, and who does not vary their teaching styles as well as favors some students over others.

    The discussion concludes the study by highlighting significant implications of the survey for teaching practice. The student perspective reported on in this study, gives evidence for the importance of considering students' perspectives in maintaining quality in teaching practice and classroom leadership.

     

  • 306.
    Gunnarsson, Camilla
    Södertörn University College, Lärarutbildningen.
    Multimediaprogrammet Kid Pix som självgående arbetsredskap: aktionsforskning om lärandeformer och resultat vid datorn2006Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Jag har en utifrån mitt intresseområde informationsteknik, gjort en studie av barn när de arbetar i och använder multimediaprogrammet Kid Pix i årskurs 1.

    Syftet med denna undersökning är att skapa kunskap om hur elever i 7-8 års ålder använder ett enkelt multimediaprogram. Jag har med detta också förhoppningar att konsekvenserna blir förbättrad undervisning, rätt programval och ökad motivation hos eleverna när det gäller datoranvändandet.

    Några av mina största frågeställningar har varit att se hur kan barn i 7-8 års ålder arbeta självgående efter en given arbetsgång när det gäller det enkla multimediaprogrammet Kid Pix? Fungerar det att göra självinstruerande uppgiftskort som eleverna får läsa och följa? Hur fungerar arbetet vid datorn? Hur är elevernas samarbetsförmåga? Är det någon skillnad på pojkar och flickors sätt att lösa uppgifterna? Till sist frågar jag mig också hur föräldrarna till eleverna har upplevt att eleverna motiverats kring arbetet med Kid Pix?

    Jag har gjort en kvalitativ studie av eleverna i klassrumsmiljön. Jag är en del av undersökningen och därmed blir min forskning en aktionsforskning som belyser elevernas handlande och upplevelse i olika situationer. Jag har observerat eleverna med hjälp av videokamera, frågat elever och föräldrar med hjälp av en enkät och under processen gjort muntliga utvärderingar och fört händelsedagbok.

    Resultatet av arbetet har varit mycket utvecklande då alla elever på ett kreativt och undersökande sätt har tillägnat sig programmet. Min roll som pedagog har blivit vägledande inte instruerande. Föräldrareaktionen har enbart varit positiv och stödjande. De självinstruerande korten har varit ett bra hjälpmedel för eleverna att tillägna sig programmet och bli självgående. Samarbetet har fungerat bra och det har varit utvecklande för eleverna i sin lärprocess. Flickorna har varit mycket noggranna och pojkarna har varit mer nyfikna.

    Jag kommer att rekommendera andra pedagoger att låta elever genom pedagogiskt riktiga instruktioner själva få utforska datorns möjligheter i skolarbetet. Då kan de själva få ägna sig åt andra elever som behöver stöd och hjälp. Tidsfaktorn var stressande för mig som pedagog då jag inte från början såg elevernas stora framsteg och deras skicklighet. Samarbetet har utvecklats mellan eleverna och i detta avseende har jag sett blyga tysta barn kliva fram. Flickorna var mycket kreativa och noggranna med att följa instruktionerna. Pojkarnas iver och nyfikenhet tog ibland överhand både på gott och ont.

    Slutsatsen efter mycket hårt arbete från mig och eleverna är att självinstruerande kort är ett bra verktyg för att utveckla elevernas datakunskap och vana. Val av ett multiemediaprogram, som är en typ av skalprogram som frambringar kreativitet, fantasi och engagemang, har för mig blivit självklart. Jag vill att andra pedagoger tar lärdom och väljer ett skalprogram för att utveckla andra elevers intresse för informationsteknik.

  • 307.
    Gustafson, Felicia
    Södertörn University, Lärarutbildningen.
    Dockor, bilar och rutschkanor: Leksakers genusbetydelse i bilderböcker2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay will focus on the significance of gender in toys´ portrayed in children books for the age 3-5years. The aim for the essay, partly, is to highlight how gender stereotypes can come forth and affect children through the way toys are illustrated within children’s books. The essay will address books from two different time periods, the first period being the 40-50- 60's and the other being the 00´s. The questions to be addressed in this essay is; what type of toys’ children play with in the books used in the analysis, and if a change can be detected between the different time periods in terms of gender awareness in what type of toys are presented in the books.

    The main method used in this essay is an iconological image analysis in which the first step is mapping, other methods used is analysis and interpretation. Four books have been analyzed from each time period compared, the comparison are done both time period to time period and within each time period, mainly using gender theory from Davis and Hirdman. Prominent concepts used in this essay is the once of socialization and segregation and that the modern view of gender is as something we create and instead of something entirely biological.

    In the essay the toys’ are divided into three categories; toys for girls, toys for boys and gender neutral toys, where boy-toys and girl-toys are categorized as gender-stereotyped toys. In the books from the older time period the gender-stereotyped toys were the most frequent and few books were transgender (boys playing with girl toys´ and girls with boy toys´). However, one of the older books stood out, showing gender neutral toys and even containing a picture indicating transgender child’s play. In the books from the 00s, however, most of the toys were neutral. In these books there were also direct transgender pictures. To prevent the children from creating a more gender-stereotypical image of society it is important to consider that the toys’ that appear in children's books can influence children's views of gender. The books, in which the gender neutral toys’ are the most prominent, is the least prone to invite children to segregate and create basic differences between the sexes.

  • 308.
    Gustafsson, Anna
    Södertörn University, Lärarutbildningen.
    Genus i barnboken: En undersökning om hur flickor och pojkar skildras i barnböcker2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this research is to analyze six children’s books from a gender perspective and thereby investigate in what way boys and girls respectively are portrayed in books.

    My general question is:

    How are boys and girls portrayed in children’s books?

    This question has been broken down into four minor questions:

    What type of clothes are the people wearing? Are people predominantly male or female? Have people specific attributes which are linked to their sex? Are people performing specific actions which are linked to their sex?

    In my research I have combined quantitative and qualitative methods and my theoretical framework has been gender.

    This study reveals a change in children's books with respect to how the different genders are portrayed. The progression is towards a more equal portrayal but despite this, patterns typical for the respective genders shine through.

  • 309.
    Gustafsson, Anncharlotte
    Södertörn University, Lärarutbildningen.
    Pedagogiskt ansvarig: en kvalitativ studie om förskollärares tankar kring sitt pedagogiska ansvar2011Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the previous curriculum for the preschool Lpfö 98, the educational responsibility was documented belonging to all the team members. On the 1st of July 2011 a new curriculum was introduced to the preschool, Lpfö 98/10, where it is documented that the educational responsibility now belongs to the preschool teachers. According to curriculum experts at the Swedish school board this educational responsibility is not new, just a clarification of the preschool teacher’s educational responsibility.

    This study is a qualitative study and the purpose was to interview the preschool teachers about their thoughts concerning their educational responsibility. The purpose was also to examine if their educational responsibility has affected their role in the team at the preschool and if they believe that this has any significance for their profession.

    My result of the study shows that the educational responsibility of the preschool teachers now has been clarified and that they should take a leading role in the team towards the goals that are set for the preschool. This leading role that the preschool teachers now must take has been compared to a leadership which in my study has been exercised in many different perspectives. In my study it has also emerged that the clarification of the educational responsibility gives hope to the preschool teachers of a higher status for the preschool teacher profession.

  • 310.
    Gustafsson, David
    et al.
    Södertörn University College, Lärarutbildningen.
    Tähtionen, Kimmo
    Södertörn University College, Lärarutbildningen.
    Ingen är utanför alla är inne: en studie om hur skolungdomar i ett segregerat område kan uppleva villkoren för sin utveckling av en självbild.2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    This study aims to describe the conditions, of which some youths who live in a segregated area in Sweden, see as important for their development of an identity. The study have been conducted in a manner where we put the youths own words in focus. The youths are in charge of deciding what they regard as important for their own development of their own identity. In this study we assume certain contexts, of which we base the study. These contexts include the society, the urban districts, the school, the family, and the language. A central concept in this study’s technical framework is symbolic interaction, and ethnology. The data in this study comes from group discussions with students in a school in an urban district which has been, and is segregated. Theoretical concepts and the youths own concepts serve as tools in this study. The participants in this study describe them self as not being a part of the Swedish society. They are different. Even though almost everyone of the participants in this study are born in Sweden, none of them feel that they are Swedish. Their sense of feeling secure is connected to the urban district of which they live in, school, and family. The youths describes the possibility of social networking as an important part of being secure. They describe the Swedish society as being hostile towards them as a group. They experience that the Swedes defends Sweden against them. They feel that their language is different from the regular Swedish. The participants see both a positive and a negative side of their language. They feel that the Swedes does not accept their Swedish. At the same time they feel proud of their language. They mention it as being alive. Even though they experience the difficulties in the Swedish society, they feel hopeful about their future. They see themselves in a positive way. They have an positive view of their identity.

  • 311.
    Gustafsson, Elisabeth
    Södertörn University College, Lärarutbildningen.
    Hur tar man emot sent anlända ungdomar i gymnasieåldern?: - en studie i en gymnasieskola i Stockholms förorter2005Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
  • 312.
    Gustafsson, Jessica
    Södertörn University, Lärarutbildningen.
    Födoämnesallergi: Föräldar och barns upplevelse av förskolans bemötande2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this essay I have investigated how two families, with children, who have food allergies, experience what support and what treatment they get in preschool for their difficulties. I have interviewed two children and two parents.

    The study shows that the interviewed parents believe that more knowledge in the community and among staff in preschool, about food allergies, is needed. Parents wish that the staff should write an action plan that describes how to deal with children who have food allergies and that preschool invites parents and children to record results. It is important to consider an inclusive attitude so that children don’t feels excluded.

    There is some research going on around this subject and researchers agree that the incidence of food allergies in the society is growing, but that it is difficult to be able to present a certain theory why, and what the underlying factors are. The most probable cause can be our hygiene, our many times excessive cleanliness, we do not get in contact with enough bacteria, which upsets the balance of our immune defence. Our immune system gets too little stimulation of bacteria, and as a result, food allergies can occur.

    Progress in science today offers some opportunities to understand the origin behind food allergies but knowledge is inadequate it is not known what factors contribute to sensitization and development of the regulatory mechanisms of the individual as to why an allergic reaction occurs or not allergic reaction occurs or not.

  • 313.
    Gustafsson, Johanna
    Södertörn University, Lärarutbildningen.
    Manliga pedagoger i förskolan: en kvalitativ undersökning om förväntningar på män och deras roll i förskolan2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Media brings attention to the concept of preschools being in large need of more male teachers. In order to implement an increase of male teachers, various methods have been employed, most of which are based on the concepts of gender and equality. In question however, are the views of present teachers on the need for male teachers, and their expectations of those men! Or in other terms: What particular type of men are requested? And how does this correspond with the gender patterns induced by male teachers in their daily practical work? The purpose of this survey is to analyze expectations of male teachers and their role in the preschool context, through a gender perspective. I want to shed light on this purpose based on two questions: What “kind” of men are requested by the present teachers? and Which gender patterns will the men induce to their daily work chores, and to their interaction with the children? The survey was conducted by means of interviews, polls, and observations, and the results were obtained from two preschools of which one in particular has extended focus on gender issues. The results are analyzed from a gender perspective, along with the concept of gender systems, and is discussed in relation to former research in the field. The results reveal that the teachers theoretically pose equal expectations on male and female teachers, which in this event implies that both should perform similar tasks in order not to code specific tasks by a specific gender. The practical every day chores largely reflect this, but the results also show that gender segregation easily can occur, especially when allotting chores. Another conclusion would be that despite the teachers’ strict focus on a similar attitude toward boys and girls, along with the intention to not perpetuate stereotypes about women and men, boys and girls, femininity and masculinity in the interaction with the children, situations still occur in which this happens. 

  • 314.
    Gustafsson, Karin
    Södertörn University College, Lärarutbildningen.
    Skilda världar - trygghet för alla?: Ett vuxenperspektiv på särskoleelevers möjligheter till integrering i skola och samhälle2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
  • 315.
    Gustafsson, Liselotte
    Södertörn University College, Lärarutbildningen.
    Vem får vara synlig i läseboken?: Om etnicitet i läsläror för elever i årskurs ett2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Having different kinds of literature is an important part of the education in school and schoolbooks, in shape of reading-books, are common in the first year of primary school. The texts pupils encounter in school are important for how they form their identity and thoughts about what is right or wrong and what is natural or unnatural. People of other ethnicity than Swedish, or with another skin colour than white, have often in the past been portrayed negatively in reading-books as if they are of less worth. According to the Curriculum for the Compulsory School System (Lpo94) the school shall act for understanding of all people and every person’s equal value.

    The study analyses how ethnicity is portrayed in reading-books for pupils in the first year of primary school. I have also compared these books to see if they differ from each other and, if this is the case, how they differ. In addition, I have investigated if the books follow the curriculum of the Swedish school system according to ethnicity. The books I have chosen to analyse are four different schoolbooks published 1995-2008 which are used in Swedish schools in a specific community. The method I have used is text analysis.

    My results show that some reading-books still portray people with ethnicity other than Swedish in a demeaning way and that “white” people often are shown as the norm. The study also shows good examples of a more diverse inclusion of different settings, characters with other ethnicity and their role in the reading-books. The diversity gives the possibility for a more individual interpretation and gives room to show the multicultural society as the new norm.

  • 316.
    Gustafsson, Malin
    Södertörn University College, Lärarutbildningen.
    En studie om läroböckers framställning av hinduismen: "Detta är svårt för oss att förstå"2008Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 317.
    Gustafsson, Tina
    Södertörn University College, Lärarutbildningen.
    "Det är väldigt svårt att utgå från något annat än elevens förmågor...": individualisering som den framstår utifrån fyra olika klassrum2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The school is responsible to make sure that each students´ individual needs are met as well as that the lessons are suitable for all students´ ability. As this is the case it is very interesting to evaluate how this is done in reality. The purpose with the study has been to shed light upon what different methods teachers in various schools use in order to individualize their teach­ings. Are their obvious differences in the way teachers work with individualization and how does this affect the students? The teachers in the different schools provided me with informa­tion on how they work in order to teach, stimulate and motivate well achievers as well as stu­dents who find school more difficult. I also asked if, and to what degree they apply different learning techniques as well as if, and how often they consider various learning styles.

    The phenomenological study is qualitative. Methods used are interviews with the different teachers as well as observations in all four classrooms. The classes were each observed for a full day and after time spent in the classroom teachers involved that particular day was inter­viewed.

    The results showed that the teachers work in many different ways in order to individualize their teaching. It was also clear that there were differences on the classrooms physical shape as well as material and books. There were also differences in class sizes and the amount of teachers in the classrooms – which surely affected the situations. A conclusion of the study is that two main methods of individualization were noted. One method used by one group of teachers was to let all students work on the same problems but to their own ability. The other group of teachers used and offered, to a larger extent, different and various materials to their students in order to meet the child at its level of scholastic development and ability.

  • 318.
    Gustavsson, Daniel
    et al.
    Södertörn University College, Lärarutbildningen.
    Remmer, Loredana
    Södertörn University College, Lärarutbildningen.
    Bemötande av flickor och pojkar i skolan: Betydelse av genus i interaktionen mellan lärare och elever2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Gender is a universal factor that is unavoidable in classroom interaction between pupils and teachers. The principle aim of this essay is to illustrate whether, during the interaction between pupil and teachers still occurs behavior that expresses a gender order. We also want to establish if the ones who attract attention from the teachers is the individual, or if teachers still on a subconscious or conscious level, think of the pupils gender and ascribes him or her some characteristics or qualities. Especially we want to bring out the pupils thoughts and sights of there is a difference on how teachers treat boys and girls. Another purpose we wanted to achieve was to illustrate how teachers work with the concept of equivalence between the sexes, according to Lpo94.

    Our essay is built on our studies around what teachers think on how they treat the pupils, on the basis of gender perspective. The study has also a more objective view that builds on observations. The parts of the essay that explores earlier studies and different developments, deal with the issues that affect our society and the schools purpose as a rear.

    Our results have point out to more conscious pedagogical methods that teachers have come to use in order to turn the traditional gender stereotype around. But we cannot fully ignore the gender issue because we are all part of it and we will always carry it with us as part of our culture.

  • 319.
    Gutestrand, Sammy
    et al.
    Södertörn University College, Lärarutbildningen.
    Strandberg, Fredrik
    Södertörn University College, Lärarutbildningen.
    Ungdom, utanförskap och bostadsområdet som reservat. En samtidsorienterad studie av stadsdelen Hovsjö i Södertälje stad2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    This study is an investigation of a sub community within the community of Hovsjö. The local government has financed a project in Hovsjö which is intended to bring about positive development. The prior object of this paper is to describe the project, it’s planning, it’s methods, it’s carrying through, and it’s goals. This study presents the district of Hovsjö in Södertälje. According to a government agency the district is classified as one of Sweden’s twelve most socioeconomicly exposed metropolitan sub-areas. Our goal is to tell about the prevailing condition there and to present the experiences of a group of residents. From a pedagogical and sociological point of view this commitment in Hovsjö can become a tool to break the alienation. Our study of the metropolitan sub-area and the Hovsjö investment project is empirical. However in our concluding discussion we suggest that the Hovsjö investment project will succeed in breaking alienation there.

  • 320.
    Gysell, Jessica
    Södertörn University College, Lärarutbildningen.
    Känslor syns inte utanpå men känns inuti: Barns behov av vuxna i sin krisbearbetning2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Each school is obligated to maintain an emergency plan in case of events and situations that could lead to a state of crisis with one or among several individuals at school. There are no directives from the department of work environment or the department of education on how an emergency plan should look like or what topics to be covered. This gives each school the freedom of choice to form the emergency plan in their own manner. I have gathered emergency plans from five elementary schools ranging from preschool to fifth grade and upon critical analysis, great differences was noticed but also some similarities which I will describe in my results. Focus was put into three recurring themes noticed:

    • Death of a pupil
    • Follow up of pupil´s feeling depressed as a result of occurred death
    • Emergency plan topics covered by one individual school only

    There is a discussion around how the emergency plans are formed and around the three themes which then are connected with psychological research around children’s emotions when a state of crisis occur and their ability to handle and process a state of crisis.

    I also seek indications that children feeling depressed as a result of parents separating are considered in the emergency plan. As no indications where found that this was covered in the emergency plans there is a discussion around children’s specific reactions to a separation within the end discussion. There is also a discussion if children can take part in the creation of the emergency plans at their school on the basis of the children’s convention, third article which points out that the children’s best must be of the highest interest and the twelfth article which points out that the children´s opinion must be considered in situations where they are affected.

  • 321.
    Gärling Brolin, Louise
    Södertörn University College, Lärarutbildningen.
    Samverkan för barnens bästa: Ett organisatoriskt och sociokulturellt perspektiv på övergången mellan förskola och förskolaklass2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Each municipality in Sweden have to offer all children a place in a pre-school class starting the autumn term of the year the child turns six until it starts compulsory school. Despite the fact that it is a non-compulsory education, 95 % of all six-year-olds attend pre-school class.

    The purpose of this study has been to explore how pre-school and compulsory schools organize the pre-school children’s transition to pre-school. It also aims at examining how teachers’ co-operate in order to fulfill the commission of the national curriculum and how they make a smooth transition to the new school for the children.

    Research questions: In what way do teachers in pre-school and compulsory school co-operate in in order to make the children’s transition easy? What part of the process and which operators are most important for the children in the transition? To what extent does the school organization fulfill the commission of the national curriculum regarding co-operation between pre-school and compulsory school?

    To answer these questions I have used a qualitative method where I have made seven interviews as well as a text analysis of annual reports from the studied schools. Organization theory, as well as social process theory has been used to analyze the data. The result shows that each part of the organization mostly provide for the other’s interests, instead of interacting towards the purpose of the national curriculum commission meaning to accomplish co-operation between pre-school and compulsory school. Especially pre-school teachers supports the children through the transition as well as the after school center that works as an important bridge in the process. In spite of good intentions, and pre-school teachers’ initiatives to develop better equivalent routines, the organization still has a lot left to do before every part is involved and the mission is accomplished. A good organization, and good leadership, is in the end very important for the sake of the children.

  • 322.
    Güney, Pinar
    Södertörn University, Lärarutbildningen.
    Matematik+andraspråkselever = matematiksvårigheter?: Varför och vad kan lärarna göra?2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my examination work was to show the need for support for students with another mother-tongue than Swedish, so that these students would be able to get through mathematics tuition better. To achieve this purpose, I chose to start from the perspective that presented itself at interviews with two class teachers and two mother-tongue supervisors. I also chose to use the qualitative research interview as study method, as I tried to understand those informing me in a thorough and in-depth way. In my study I have had a sociocultural perspective as starting point where the conceptions teaching, language and communication, support and individualizing are central for the development of knowledge.

     The questions for my study during this process were as follows:

    •  What difficulties, according to the teachers interviewed can occur for second language students in mathematics?
    •  What ways and methods of working do the teachers chosen give priority to, so that   the second language students` results in mathematics will improve?

     The results from my interviews show that the difficulties with mathematics for second anguage students can be perceived as being dependent on a combination of reasons, where amongst other things language plays a central part. Difficulties can even arise when the students have other mathematical abilities from their own home environment. Another result shows that even the class teachers are of the opinion that there are difficulties to individualize the teaching in schools with large classes. This can possibly be interpreted that those large classes in the schools can be seen as the reason for the inadequate study results in mathematics, where the students are unable to understand sufficiently suited lessons. These difficulties do not arise for the mother tongue teachers as they sit with each student individually. From these results we see that even the class teachers and mother tongue tutors have different ways and methods of working with mathematic tuition to be able to improve the results in mathematics for second language students.

    The result of the study shows that all teachers are of the opinion that language is a tool, thus enabling the student to succeed in mathematics. However, there is disagreement between the class teachers and mother tongue tutors, as to whether it is the student’s knowledge of

    Swedish or their mother tongue that could best help them in their understanding of mathematics. The study also shows that the class teachers believe that it is important that the students are allowed to sit in groups with other students and interact. However, the mother tongue tutors believe that the communication between student and tutor is the most important as they sit with each student individually and believe that the students will develop better in this way. The result of the study also shows that all teachers believe that support and motivation is required for the students to develop. The class teachers also believe that even laboratory material is excellent support for students with difficulties and should be used in teaching. However, the mother tongue tutors believe that laboratory material is good support but say that it is better to work abstractly with mathematics.

    From the results I am able to see, that the class teachers and mother tongue tutors give priority to different ways and methods of working with mathematics to strengthen second language students.

  • 323.
    Günther, Ellen
    Södertörn University College, Lärarutbildningen.
    Examen igen?2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper will discuss the proposed reintroducing of a final degree in upper secondary school. In a public government inquiry that was released in March 2008 a proposal about reintroducing a final degree in upper secondary school was presented. A final degree has not been a part of the upper secondary school science 1968. Why was the system with a final degree abounded and why do the government want to reintroduce it?

    Research in pedagogy has through the years presented numbers of theories about assessment. In last decades a great part of the discussion has been focused on formative assessment. In formative assessment the assessment is used as a pedagogy tool. The purpose is to help the student develop their learning process and to learn to work independently. The contrary to formative assessment is assessment which only purpose is to summarise and control the level of knowledge a student possesses.

    The public government inquiry that led to abolish of a final degree in upper secondary school in 1968 shared many thoughts with theories about formative assessment. Forty years later the government has grown sick of all the formative assessment, which they think has led to a “muddled” school. The public government inquiry presented in 2008 wants to reintroduce a final degree and create a school where the student’s knowledge is orderly controlled and summarised.

  • 324.
    Haddad, Ala
    Södertörn University College, Lärarutbildningen.
    Mobbning i grundskolan2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I have conducted a study and examined the significance and extent of bullying. I will also examine whether any students in grade eight have been victims of bullying during the past year and where bullying was carried out in school X. The second objective is to explore what students think about the concept of "taunting". I have used various theories of researchers to get an understanding of what bullying is, where it occurs, causes, and suggestions for measures. To get an answer on the purpose and issue a quantitative method was used in the form of a survey. Target group for the survey consisted of students from grade eight schools in X which is located in a suburb of Stockholm. Two classes of grade eight in School X carried out the survey during the same day.

    Results showed that bullying occurs at X school, but that the proportion of boys has been more subjected to bullying than girls. The majority of the students in the both classes believed that most cases of bullying occur in school hallways, playground and cafeteria. It may be one reason why school X does not have guards or other members of staff. The majority of students also considered in the survey that the concept of "taunting" is to call each other by words of “genitalia". I think that the use of foul language has become common in today's schools. 

     

  • 325.
    Haddad, Christine
    Södertörn University College, Lärarutbildningen.
    En annorlunda undervisningsform i religionsämnet: En studie om Abrahams Barns undervisningsmetod2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    This article is about Abrahams Children foundation and its teaching method called IE- method. It’s about how a teacher can use the IE- method in the religion lesson. There were some questions in this article that had to be answered and the questions are:

    - How is the form of the religion classes when a teacher uses the IE- method?

    - What happens in the class when you study the interaction and the communication?

    - Does the student’s participation increase when they work with the IE- method?

    - What are the advantage and the disadvantage with the IE- method?

    - Can the teacher use the IE- method in other classes?

    To get to the “correct” answer I used many methods like, observation in the class, qualitative interview with the teacher (Lisa Andersson) and with four students (Kim, Erik, Amanda, Patrik) and I also used questionnaire. I studied some books that are about the IE- method. I studied even some articles about the IE- method. I took help from Hjalmar Sundén’s part theori.

    The lessons begin with a teacher who is reading one story and then the children have to decide with character they want to write about and when they have wrote a text in an I- form they have to present their texts to everybody in the class.

    The study showed that the children is having very fun with the IE- method and they like to study with this method because when they write their texts there is no right or wrong. That is because they are writing about their feelings and thoughts and no one can say that they have wrong thoughts. The teacher and the children feel that the have grown because when they are writing their texts and then have to argue about their opinion they write better texts.

    Because the children have to argue about their opinion the interaction and the communication in the class is better. They all want to be heard from the other student’s and they all listen to each other. And because they are writing about their feelings everybody in the class participates.

    The advantage with the IE- method is that it includes everybody and by that I mean that IE- method includes the biggest religions and most of the children have those religions and they are interested to find out more. The disadvantage with the IE- method is that it’s a complement to other theoretic methods and a teacher can not use the IE- method only. The other disadvantage is that sometimes the teacher forgets to talk about the differences between these religions because she is too cut up with the similarities.

    A teacher can use the IE- method in other lessons like for example she can use it in a English lesson. She can correct the grammar in the texts and the language in the texts and when the children are arguing about their opinions.

  • 326.
    Haddad, Rania
    Södertörn University College, Lärarutbildningen.
    Matematiksvårigheter: En studie om fyra pedagogers erfarenheter kring matematiksvårigheter med exempel på pedagogiskt arbetssätt2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    For many years, I have tried to understand why students end up in difficulties in mathematics. As a future teacher, it is extremely important to have knowledge of the various factors that leads to difficulties in mathematics. As a teacher it is obvious to meet the students who find mathematics a difficult subject, and, therefore it is necessary to have a broader knowledge of how to respond and support these students. According to Ahlberg, number of students with mathematics difficulties is increasing every year, therefore, it is important to help students and organize a supporting school environment that promotes and encourages learning (Ahlberg 2001, p. 104-105). The aim of this degree project is find out, with the help of selected teachers, various factors that may lead to the basis for the students’ mathematics difficulties. The aim is also to find out how teachers work in order to support students with mathematics difficulties. I interviewed four trained mathematics teachers. All pedagogues have years of experience of teaching students with mathematics difficulties and all have had mathematics in their undergraduate studies. In my interviews, I used a tape recorder so that I could focus on questions, answers, and also be involved in as well as reflect over what was said. The results showed that there are various reasons for difficulties in mathematics and different ways of working to address student´s difficulties in mathematics. Mathematics difficulties can depend on emotional obstructions, a poor self-confidence, planning difficulties, a poor working memory, language difficulties, reading and writing difficulties and deficiencies in the didactical field. The result also showed that students’ difficulties can be reduced through dialogue, group works and a laboratory work.

  • 327.
    Hadzija, Palmina
    Södertörn University College, Lärarutbildningen.
    God of Pop?: En undersökning om hur Gud porträtteras inom populärmusik2010Independent thesis Basic level (degree of Bachelor), 15 credits / 22,5 HE creditsStudent thesis
  • 328.
    Hadzija, Palmina
    Södertörn University College, Lärarutbildningen.
    Möjligheternas land: En undersökning om vad som motiverar studenter från icke-akademiska förhållanden att själva söka utbildning på högre nivå2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Women all over the world have been victims for oppression during a long period of time. One main thing they were excluded from was the possibility to educate themselves. Fortunately, the situation is different today and studies shows that there are more women applying for higher-education than men, at least in Sweden. What motivates them is unknown, but according to the sociologist Pierre Bourdieu, it is always something in one’s social environment.

    The aim of this thesis was to examine how five female students have been motivated to apply for university and college educations, despite the fact that they are from non-academic families. Which factors such as family, friends or institutions have been most significant in their choice of education? Through interviews with five female students I was able to get an insight of their thoughts about education and why they think it is important. Also, I was able to find out what their main motivation came from. I based my research on Bourdieu’s central concepts and analyzed my results on them. The reason that I only examined female students' education choices, was because Bourdieu’s surveys most often focused on male students.

    I concluded that my five female students were motivated by their families. Despite the non-academic background, they managed to increase their different capital forms to succeed with the higher education. The main reason for applying for university and college educations was the hope of a better future with a well-paid job.

  • 329.
    Hafsteinsdóttir, Elín
    Södertörn University College, Lärarutbildningen.
    Så in i Norden jämlikt: En diskursanalys av jämlikhet i nordiska styrdokument för grundskolor2005Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Studien är en diskursanalys av jämlikhet i nordiska styrdokument för grundskolor. Den teoretiska utgångspunkten utgörs av Ernesto Laclaus och Chantal Mouffes diskursteori, kompletterad av Judith Butler teori kring könsdikotomin. Genom en kvalitativ textanalys urskiljs diskursiva processer av norm- och gruppbildning i styrdokumenten. Fram träder en bild där jämlikhet som begrepp och värde skiljer sig mellan de nordiska länderna men också stora likheter. Kön är en överordnad jämlikhetsfråga samtidigt som det råder en tydlig hierarki mellan de grupper som särskiljs från majoritetsgruppen utifrån föreställningar om språk och kultur. Jämlikhetsdiskursernas antagonismer visar på centrala frågor om valfrihet i relation till jämlikhet och individen i relation till gemenskapen.

  • 330.
    Hagelin, Ida
    Södertörn University College, Lärarutbildningen.
    Tankar och erfarenheter kring barn i behov av särskilt stöd: Tre röster ur skolans värld2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with this essay is to illustrate what divides and unites three educationalists approach on “children in need of special support” within the first years of school. Three educationalists with significant positions within the school system have been chosen for interviews. On basis of the results of the interviews three themes has been selected and divided into the conceptions; “children in need of special support”, “resource” and “a school for everyone”. The approach has then been compared with a selection of documents with guidelines, the curriculum and the Swedish law regarding school. Further on the aim with the essay also is to get an insight in the educational program to prepare and try to understand what is demanded of an educationalist.

  • 331.
    Hagman, Sandra
    Södertörn University, Lärarutbildningen.
    Barn i svåra livssituationer: en essä om hur lärare och fritidspedagoger kan bidra med hjälp och stöd2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this experience-based scientific essay is to reflect on the experiences, relevant literature and research to examine different approaches for teachers and leisure pedagogues to help and support children in difficult life situations. The essay begins with three stories about children in difficult life situations, after that follows a clarification of the dilemma in the stories. The study links the problems in the stories with different approaches on how teachers and leisure pedagogues can help children in difficult life situations. The positive and negative aspects of the different methods are also discussed. By reflecting on the problem area knowledge and awareness arises which is useful for teachers and leisure pedagogues to support and help children in difficult life situations. The relation between practical and theoretical knowledge is discussed as well as how emotions can be used asa source of knowledge. I also discuss the features I think are important to teachers and leisure pedagogues, to have the ability to help children in difficult life situations. I investigate if the national curriculum says anything about this problem area and how it describes that it should be addressed. The conclusion is that it often is a difficult job to help and support children in difficult life situations and teachers and leisure pedagogues constantly need to reflect on and discuss possible methods of work.

  • 332.
    Hagström, Jessica
    Södertörn University College, Lärarutbildningen.
    Kul, det regnar!: en kvalitativ undersökning om hur förskolegårdar är anpassade för och används i nederbörd2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background Today, children spend much time indoors or on scheduled activities. On account of a child’s right to a healthy life the preschool is assigned to make sure that the children are allowed to be outdoors and to receive a positive experience of the outside environment, thus leading to a good relationship with nature as adults.

    Theoretical perspectives The study is based on theories that illustrate the positive effects children receive from being outdoors. Playing outdoors contributes greatly to a child’s physical development and the changes in weather enrich a child’s senses. Theories also show that water is a great source of inspiration.

    Purpose The purpose of this study is to examine how three preschools in  Stockholm use their playground and the equipment on it during wet weather in autumn. This study is supposed to inspire other preschools to discover the possibilities that wet weather offer.

    Methodology The study is based on observations and qualitative interviews with one  pedagogue from each participating preschool.

    Conclusion The study show that there are playground equipments on all playgrounds but that they generally are not specifically designed to be used during wet weather. The playground equipment is always used in conjunction with toys. The approach to play and to the outdoors by the pedagogue, affects with what the children play. On occasion, the preschools arrange activities during wet weather but it’s considered easier during the summer semester. The terrain is not considered as an obstacle during wet weather and secluded locations are often used by the children for recreation. The possibilities for puddles in the uneven terrain are very appreciated by the children.

  • 333.
    Hallström, Mattias
    Södertörn University College, Lärarutbildningen.
    Mångfald i grupparbete: Hur påverkar det lärandet?2010Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to answer how teachers look at diversity in groups, with learning in focus. For this study I chose different high-schools in Sweden teaching Moving Pictures, in Swedish 'Rörlig bild'.

    These are the research questions: 1) What advantages and disadvantages do the teachers see with homogenity and heterogenity in their groups? 2) Which ascpects of teaching do the teachers bring up when talking about diversity?

    The method of this study has been a qualitative analysis and investigation in questionnarie form, with qualitative questions. Teachers were asked and data was examined with help of theories in diversity, group work, group dynamics, homogenity and heterogenity by authors like Toseland, Jones and Gellis (2004), Forslund Frykedal (2008) and Hammar Chiriac (2008).

    It is noticable that the teachers thought of differences in terms almost exclusively of school ability. The result is: - As a whole: homogenity means security, heterogenity means creativity. Homogenous groups can be necessary if the differences are great. - As for individual aspects: heterogenous groups may give personal development and capability for co-operation.

    Diversity is of great importance for the pupils studing Moving Pictures, 'Rörlig bild'. Thanks to that they learn to cooperate with other people different from themselves.

  • 334.
    Halmin, Agnes
    Södertörn University College, Lärarutbildningen.
    Att vara flerspråkig: ett fenomenologiskt perspektiv2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The following essay describes a study made in Sweden in the autumn of 2010 at Södertörn University. The main purpose with this study is to find out and describe how people´s own understanding of being multilingual has influenced them. The objective behind this is to create a wider understanding for the phenomena. Therefore, the phenomenological perspective is used to describe the subjective reflection of a phenomena, in this case multilingualism. A qualitative method is being used for data gathering, implying conversational interviews with six multilingual people born in the 1970s and 1980s.

    The results show that the people interviewed mostly use their mother tongue in conversations with their parents and relatives today. Their multilingualism has not been particularly acknowledged in school, where Swedish has been the language of instruction. Some of the interviewees expressed a feeling of not knowing any of their languages perfectly.

    The results also show that the interviewees have a positive attitude towards their multilingualism on the whole and see several advantages with it. The results do nevertheless not show any pattern of differences between the people born in the seventies and the ones born in the eighties.

  • 335.
    Hamidian, Zara
    Södertörn University College, Lärarutbildningen.
    Skolkultur eller andra möjliga faktorer?: En kvalitativ studie om tjejers föreställningar om femininitet2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to find out whether young women´s conceptions on femininity are based on school culture or other possible factors. The theory chosen for this study is the sociological perspective. A theory where sociologists such as Emile Drukheim, Talcott Parsons and Pierre Bourdieu are all prominent. The discussion links to Habitus and their theories on social, cultural and collective groups. A qualitative method has been used. Ten young women have bee interviewed and their answers have been compared and analyzed for results. The women has been divided into two segments. One consisting of the ethnically Swedish young women and one out of non-ethnically Swedish young women. In conclusion, the ethnically Swedish group of young women are all involved in building up the norm at the particular school examined. Furthermore, the non-ethnically Swedish young women are followers of this norm. Conceptions on the current heterosexual norm that exists within the school culture are built based upon the different social groups.

     

  • 336.
    Hamilton, Alva
    Södertörn University College, Lärarutbildningen.
    Frivillig närvaro - hur reagerar eleverna?2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
  • 337.
    Hammo, Vivianne
    Södertörn University College, Lärarutbildningen.
    Klassrumskonflikter som uppstår i mötet mellan lärare och elever i klassrummet: Tio lärares uppfattningar kring konflikter och förebyggande insatser2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Conflicts are a natural part of people's daily lives and we all know that they cannot be avoided. Equally common are conflicts in school as an institution, not at least in the interaction between teachers and students. The purpose of this study is to investigate how teachers think and reflect on the various classroom conflicts that arise with students, and which preventive measures the teachers use. This study intends to answer the following questions;

    • What is it that characterizes conflicts between teachers and students in middle school?    
    • How do teachers think that these conflicts can be prevented and what solutions can be applied?

    I have used in this study a qualitative research method as a tool. This study examines how teachers reflect and discuss about their perceptions of classroom conflicts. My theoretical connection consists of the senior lecturer in pedagogic, Arne Maltén and his ideas of communication theories. He describes different perspectives that teachers can relate to in the prevention of conflicts that may arise.                                                                                                                                                                                                                  

    The results of my study reveal that teachers receive a negative view of conflicts while they share different approaches of how conflicts could be prevented. The teachers are aware that conflicts at school are impossible to avoid but at the same time they decide to deal with them with their own methods. There are a number of these which can be applied in dealing with conflicts. Some teachers do not shy away from the conflicts, while others choose to avoid them. In school and in learning environment there should be a constructive approach to prevent conflicts.

  • 338.
    Han, Xuemin
    Södertörn University, Lärarutbildningen.
    Elevers perspektiv på bedömning för lärande2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to examine the students' perspectives on formative assessment, partly about how students perceived the assessment in general, partly about what students' opinions were on formative assessment, and partly about students' view of how assessment could be organized to stimulate learning process.  The study consisted of qualitative interviews with six students in grades one in an upper secondary school.

    The survey showed that students primarily perceived assessment with summative purpose: tests and scores.  Majority of the students experienced that there were too many tests occasions.  Those high-performing students were positive to tests.  However, those lower-performing students felt more negative and became more stressful with the exams.

    Results showed that they were lack of experience of formative assessment.  All the six students thought that they had not got any chance to involve in the assessments process.  They realized that they had not got adequate feedback about their learning-situations.  With regard to students' wishes about how assessment could be developed in order to improve their learning, it was mainly about more and concrete feedback on tests and assignments.

    Two models were developed in the final discussion, which showed the author's own perception of formative and summative assessments.

  • 339.
    Hanna, Helena
    Södertörn University College, Lärarutbildningen.
    Modersmålsstöd i förskola: En intervjustudie om modersmålsstöd på tre förskoleavdelningar i ett mångkulturellt område2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to broaden knowledge about how native language support works in three pre-schools departments in a multicultural area. The questions were how native support works in the current pre-schools departments, which language development methods and forms used by educators to work with native language support, and if they experience any difficulties. I used interviews as a research method, with three child-care and one preschool teacher.The results showed that all departments on both of the pre-schools have native language support with a permanent bilingual staff, outside the ordinary activity. The mother tongue is also spoken in the everyday activities in two of the departments. The third department is only spoken native language with their children if they do not understand what they say in Swedish, or if they are sad.The concrete material is lifted up as a good and important tool in all three language groups, because verbal language is not always enough for all children to understand. All teachers are talking about the mother tongue which they mean is the key to self-esteem and identity formation for these children.The Child-cares is experiencing various difficulties in the work with native language support; one thinks that it is difficult when the children sometimes have a stronger language than her. The second one is experiencing difficulties with the children in her language group because they speak a variety of dialects in the common mother tongue. The third child-care find it difficult when she does not get any verbal response from the children in her group.All child-cares feel finally accepted and feel a joy in the effort made for the children and their mother tongue. They think it's great and fun, and also feel that their children like that.

  • 340.
    Hanna, Kinora
    Södertörn University College, Lärarutbildningen.
    Elevers syn på klimatfrågan: Klimatundervsiningen i skolan2010Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to find out in which way the education about climate in school is taught and how the students experience the world situation today. There are various theories about the greenhouse effect and its origin and these theories should be addressed to ensure that students get a broader understanding of how climate change occurs. This includes the natural phenomena and also the human impact on climate change. Students in school are a source of concern that only human are the cause of global warming, and know little or almost nothing about the natural phenomena of global warming.  I will mention what has emphasized in the national steering documents in the case of environmental education at school.

    I have used a qualitative method, where interviews and document analysis were used as techniques. The interviews took place with five students in ninth grade and with three science teachers in the same school.

  • 341.
    Hanna, Marta
    Södertörn University College, Lärarutbildningen.
    En resa mot en bättre begreppsförståelse i fysik och kemi: En studie om fyra lärares olika undervisningsmetoder i fysik och kemi och deras elevers förhållningssätt till dessa metoder och ämnena2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med detta examensarbete är att jämföra fyra lärares arbetssätt gällande begreppsutveckling i fysik och kemi samt deras elever förhållningssätt till dessa ämnen, i förhållande till de valda teorierna och målen i läroplanen för den obligatoriska skolan (Lpo94) och kursplan i fysik och kemi för högstadiet. Detta för att hitta faktorer som gynnar lärandet av nya begrepp i fysik och kemi. Jag har använt mig av observationer, kvalitativa lärarintervjuer och en enkätundersökning med elever.

    Resultaten jag kunde se var att eleverna var nöjda med sin undervisning i fysik och kemi fast de önskar sig fler laborationer i båda ämnena. Eleverna gillar kemin bättre. Lärarnas arbetssätt var ganska lika i både fysik och kemi i form av genomgångar, individuellt arbete för det mesta och ibland diskussionen och laborationer men betydligt fler laborationer i kemin än fysiken.

    Alla fyra lärarna tog reda på elevernas begrepps förförståelse för att kunna konkretisera begreppen för eleverna. Eleverna definierade begreppen atom och jon på ett vetenskapligt sätt men glömde bort den vetenskapliga definitionen av begreppet spänning och talade om var det uppstår istället. 

  • 342.
    Hansen, Caroline
    Södertörn University, Lärarutbildningen.
    Förskollärare eller grundskollärare?: Så påverkar högskolestudierna valet av inriktning för några lärare på den kombinerade lärarutbildningen2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    April 28th 2010 the Swedish parliament decided that the combined teacher exam will be divided into four parts. This means that the education for preschool teachers and primary school teachers will have to be separated and future teachers will have to decide before their studies what ages they want to work with. To investigate if this could affect the quality of the choice I have interviewed 5 new teachers from the combined teachers program about what ages they wanted to teach before they began to study and what ages they wanted to teach after completed studies. I did this to see whether the choice was influenced by the educations or not. It turned out that all 5 had an idea of what ages they wanted to teach in before they began the educations and only one of my interviewees changed her mind during the studies. The others felt that their choice was confirmed during the educations. It was mainly during the practical training that they received an idea of what it was like to work as a teacher. Four of them received a positive image of what it was like to work in preschool, while several of them said they got negative experiences from primary school. This could be one of the reasons why four of the five interviewees work in preschool today. The person who changed her mind changed from wanting to work in primary to wanting to work in preschool after the practical training. The interviewees chose the profession that they perceived filled their need of affection, appreciation and acknowledgement. They also thought that the profession they opted out seemed more difficult than the profession they have today. They identified themselves no more or less with any career before they began the studies and feel today that they can only identify with the profession they want, which in all except one case, is the profession they’ve got. The idea of what teachers are like changed during the studies and became more positive and reality based. All interviewees got more knowledge about teachers and their work during the studies and had a better understanding to base their decision on after completed studies.

  • 343.
    Hansen, Ida
    Södertörn University College, Lärarutbildningen.
    Det vi vet när vi glömt allt vi lärt oss: den politiska debatten om utbildning för nyanlända elever på 1970-talet och 2000-talet2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the present paper is to examine the political debate on the education of newly arrived immigrant pupils at secondary school age. The following issues are under scrutiny:

    • What are the goals, expressed by politicians during the examined periods, for the education of newly arrived pupils?
    • What ideas about education and what educational ideals can be observed in the political debate on the education of newly arrived pupils?
    • Has there been any change, during the examined period, in the policy debate on the education of newly arrived pupils?

    The research material consists of reports and statements of the Education Committee, as well as a number of parliamentary protocols. Two five-year periods, 1971-1975 and 2006-2010, are studied and compared. All in all, the material consists of 23 documents issued during these periods. Drawing on theories about formation, power mechanisms and the political development in general, a so-called dimensional map is generated so as to prepare for an analysis of the ideas central to Swedish governmental policies of immigration and education. Toward the backdrop of this dimensional map, the paper presents a descriptive analysis of the key ideas in the policy debate. In previous research, there is no study of this kind.

    The types of schools available for newly arrived pupils during the two time periods lack the guidance of systematic plans or official curricula. The study shows that there is little policy debate about education of newly arrived pupils and that there is no developed concept of formation used in the debates. The political silence surrounding the education of newly arrived pupils may be interpreted as a way of excluding this issue from the agenda.

    Views upon the education of newly arrived pupils have gone through subtle changes between the two examined five year periods. In the 1970s, the school situation of newly arrived pupils was treated as a call for political and structural solutions. In the 2000s, however, the political solutions tend to be imposed upon the individuals. The main objective of the education of newly arrived pupils is to provide them with an opportunity to learn the Swedish language and hence to improve their chances at entering higher education or getting employed.

  • 344.
    Harrami, Iman
    Södertörn University College, Lärarutbildningen.
    "Läraren har tappat sin status och förvandlats till en underbetald dussinakademiker": Diskursanalys av den mediala bilden av läraryrket och dess status2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 345.
    Harris, Carolina
    Södertörn University College, Lärarutbildningen.
    Hur tänker elever?: Elevintervjuer som metod för att kartlägga elevers tankar kring matematikundervisning2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    During my time as a student of education I have learnt that it is my responsibility, as a teacher, to adjust the ways in which I teach to the needs, abilities, experiences, and thoughts of each individual child. What I have not yet gained much knowledge on is how to go about finding the children’s thoughts.

    In this thesis I investigate the interview as a method of finding out how sixth graders think about their mathematics education. Four children were interviewed. In addition to these inter-views, as a means of giving a broader perspective to and a greater understanding of the chil-dren’s answers, one math lesson was filmed and the math teacher was interview on two sepa-rate occasions.

    What I found was that a number of factors seemed to influence the children’s thoughts and answers, and that their answers were most likely not always a mirror of their thoughts. From this follows that we, as teachers, must be careful and not assume that we know about a child’s thoughts when, in fact, what we know is what the child chooses to communicate about his or her thoughts. I also found that the children seemed unaccustomed to speaking about mathe-matics in the way that I wanted them to. One reason for this seemed to be the way in which their teacher organized the lessons.

  • 346.
    Hassani, Arash
    et al.
    Södertörn University College, Lärarutbildningen.
    Sennevall, Jimmy
    Södertörn University College, Lärarutbildningen.
    Kunskap i skolan: enligt Folkpartiet och Vänsterpartiet2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Knowledge is frequently discussed in modern society, and has been since ancient Greece. Our goal is to examine the content of two political documents with the desire to point out their visions about how the Swedish school system should be shaped, in relations to knowledge. More precise this essay is going to concentrate on two specific political parties, Folkpartiet and Vansterpartiet and their official programs on the subject school and education, to see what they say about knowledge. The choice is made on the basis that these parties political standings differ most from each other, in the left/right scale in politics. The qualitative analysis takes its main base from Aristotels concepts of knowledge; Episteme, techne and fronesis, and Bernt Gustavssons modern defenitions of them. The study showed that Folkpartiet want knowledge related to episteme to be the main source of education through out the school system, while Vansterpartiet want fronesis as the central form of knowledge.

  • 347.
    Hawsho, Melissa
    Södertörn University College, Lärarutbildningen.
    Styr genus valet av Cover Story?: En fortsatt studie på projektet Cover Story, där genusaspekten kommer upp till ytan på ett intressant sätt.2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Cover Story is a project, which students at Lillholms - and Ekholms School worked in during spring and fall of 2009. Several school subjects were integrated in project; social studies, art and Swedish, to empower the students to create, implement and design a magazine. The purpose of the project was to give the students the opportunity to fantasize about the future and their dreams by creating their very own Cover Story. During the project I realized that the student’s selection of magazine genre had a direct relation to the gender of the students themselves. The boys mostly chose motor and car sports magazines as their Cover Story. The girls on the other hand preferred to choose dog and fashion magazines.

    Today there are an endless number of magazines in different interests, genres and professions. For instance, the magazine called Frida, which is directed to young girls, writes about various music groups, trends and gossip. The magazine called Autobilsport, which is mostly directed to men, covers news about upcoming cars and the latest audio equipment. In other words, there is a notion of masculinity and femininity even in the selection of magazines.

    My natural interest of this behaviour drove me to further study the subject and to get closure to this already started work. This study is written in order to analyze students' and teachers' thoughts about the gender aspect in relation to the project. The method used to collect data and information has been through interviews, questionnaire surveys and field observations. All materials have been developed in order to give deeper answers to the questions sought. The answers that emerged have then been analyzed in relation to selected theories.

    Whether the gender has been a significant factor in the students' choice of a Cover Story is difficult to answer. During the investigation it was discovered that the students themselves led their choice not only according to their interests and dreams, but also according to the selection of magazines that were at hand. The teachers argued that ideas are everywhere in society and not only in newspapers. However, the teachers have not been allowed to challenge or encourage students' choice of Cover Story.

  • 348.
    Hayyoun, Dounya
    Södertörn University College, Lärarutbildningen.
    Individen i centrum!: En diskursanalytisk studie av individframställningen i läroplanerna från 60-talet till 90-talet2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper was to look into how the individual has been portrayed in the different curriculums for Swedish compulsory school from the 60’s to the 90’s. This was done in order to see what type of discourse –monocultural- multicultural- or intercultural- the understanding of the individual has led to.

    The purpose was divided into five questions: Who is the individual in the curriculums? How is the individual portrayed in relation to education in the curriculums? How is the individual portrayed in relation to society in the curriculums? What type of discourse - monocultural- multicultural- or intercultural- is mirrored in the different curriculums? Is it possible to see tendencies in the discourses that lead closer to, or farther away from, an intercultural perspective?

    The material that was analysed consists of four different curriculums: Lgr 62, Lgr 69, Lgr 80, and Lpo 94.

    The method used was a discourse analytic approach based on the theory of social constructionism. The answers to the questions asked were structured with the support from definitions of monocultural discourse, multicultural discourse, and intercultural discourse, derived from Pirjo Lahdenperäs (2008) descriptions of different organizational cultures.

    The main conclusion drawn from this analysis was the fact that the intercultural discourse about the individual has not been obtained. Instead, the monocultural discourse has been dominant for a long time. There have been tendencies showing a move towards a more multicultural-, or intercultural discourse in Lgr 80 and Lpo 94, but these perspectives have not been fully accomplished due to there always existing a cultural norm.

  • 349.
    Hed, Monica
    Södertörn University, Lärarutbildningen.
    Pedagogisk dokumentation: reflektionens betydelse2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The degree project aims to gain a deeper understanding of how pedagogues are working with pedagogical documentation, as well as the significance of reflection in the educational work with children.The survey was implemented on two Reggio Emilia-inspired preschools and is based on a qualitative study using semi-structured interviews with open questions, where six pedagogues shared how they view the pedagogical documentation.The study is seen from an epistemological perspective. The results show that pedagogues place great emphasis on reflection as a tool for a visibility of children´s learning and development. Pedagogues respond to children´s questions with a question at issue to challenge the children to develop their own hypotheses for problem solving.Keywords, pedagogical documentation, reflection, learning process.

  • 350.
    Hedberg, Anna
    Södertörn University College, Lärarutbildningen.
    Skolintroduktion av nyanlända elever i grundskolan2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    This essay is a study about the school introduction of immigrant pupils in the Swedish compulsory school. The purpose if this study is to examine the organisation municipal school introduction for immigrant pupils in the compulsory school in Södertälje. The method I have used is qualitative research method which depends on interviews and analysis of documents.

    The result shows that the municipal is without a plan for the school introduction of the immigrant pupils and that the individual compulsory school has the main responsibility for the school introduction of the immigrant pupils. The result also shows that there is a need of increased teaching of mother tongue. There is also a need of competence development within intercultural pedagogy.

    My conclusions are that a municipal plan for the school introduction of immigrant pupils should increase the immigrant pupils’ possibility to a shorter time of introduction to the compulsory school.

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