sh.sePublications
Change search
Refine search result
45678910 301 - 350 of 2613
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 301.
    Björkhage, Johanna
    et al.
    Södertörn University, Teacher Education.
    Forsed Thorsén, Emma
    Södertörn University, Teacher Education.
    Stora barngrupper = stora problem?: En undersökning om förskollärares positiva och negativa uppfattningar om stora barngrupper2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate whether large groups of preschool children means lower quality of child development and learning. From six preschool teachers perspective we also wanted to find out the large groups of children positive and negative sides. The reason behind our choice of purposes is both our own experiences of mostly negative opinions of large groups of children among preschool teachers, as well as the news reports about the negative consequences that large groups of preschoolers may cause. The study draws on a approach of the term constructionism in the understanding of the teachers’ perceptions of larger groups of preschoolers. We applied a qualitative method based on interviews with six preschool teachers working on two different preschools.

    The result of our study shows that the interviewed preschool teachers sees mostly advantages rather than disadvantages with large groups of preschoolers. The preschool teachers describe that to be able to work with large groups of preschoolers there has to be a good structure and organization guaranteeing that the pedagogues have the right competence and that the preschools environment is well designed. The conclusion we have been able to draw is that the preschool teachers in our study is not sharing the same negative view that previous research and media reports have shown. Instead the preschool teachers in our study sees more positive than negative aspects of large groups of preschoolers, as long as there is a good structure and organization.

  • 302.
    Björk-Lindberg, Nicolas
    Södertörn University, Teacher Education.
    Kalla vindar: En vetenskaplig essä berörande demokrati, etik och ledarskap i skolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 303.
    Björkman, Lotta
    Södertörn University, School of Culture and Education.
    Intersubjektivitet och prestigelöshet, intentionalitet och oförutsägbarhet: En fenomenologisk studie av lärarstudenters upplevelse av lärarutbildares undervisning genom interkulturalitet2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate education students’ experience of interculturality in their own intercultural teacher education at Södertörn University College. The intercultural policy of this education states that interculturality is something that the students shall learn about, for and through. The focus in this study is on the last aspect, through. How do students experience that teacher educator’s practice inter­culturality? The ontological and epistemological ground on which this study is based is the life-world-phenomenological way of thinking. The object of knowledge in a study guided by this perspective is people’s experiences, how the world reveals itself for them. The life-world-phenomenology has guided both the methodological decisions and actions and has been a tool in the analysis of the material. The study has been conducted as a survey with 97 students in three different teacher programs at Södertörn University College and as three focus group interviews (4-5 people in each group) with students within the same programs. The survey used open questions and the interviews were conducted using a semi-structured interview technique. The theoretical perspectives used in the analysis of the results are: the phenomenological perspective, the theory of relational pedagogy and Hanna Arendt’s idea of action as one of the fundamental categories of the human condition. The results display a red thread through the students’ statements. A thread that starts with a definition of interculturality as interaction and enriched learning through the meeting of others’ experiences continues through the sometimes monocultural reality of a university education where it also meets and is affected by the approach of the teacher. An approach that has consequences on the educational process and that can either enable the intercultural interaction and enriched learning or just the opposite. The intercultural educational process can “take off” or just crash. Qualities that seem to get the intercultural spiral going are intersubjectivity, unpredictability, intentionality and lack of prestige. They evoke contact, curiosity, security and the willingness to be with others. Teacher educators who are interested in and able to introduce these qualities into teaching are by students’ experienced as teachers who teach through interculturality.

  • 304.
    Björkman, Teresia
    Södertörn University, Teacher Education.
    ”Ett enormt resursslöseri”: En innehållslig idéanalys av debatten om förslaget att införa betyg från årskurs fyra2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the school political debate that is conducted in Sweden the question of grading is an ongoing topic of discussion. During the past year there has been a lively discussion about introducing grade from year four as suggested by the right wing parties. The purpose of this study is to set the teaching faculties’ view and arguments in relation to the politicians' opinion in the ongoing debate about the proposal of introducing grades from year four. Furthermore, the aim is to investigate how central the didactic arguments are in relation to other arguments in the current debate. To achieve the purpose of this study, the following questions was created:

    • How do the teaching faculty and the politicians argue around the proposal of introducing grades from year four?
    • Which beliefs about the functions of grades exist among these actors?
    • Which learning models and didactic perspectives exist in the debate and how does these relate to the beliefs about the functions of grades?

    This study is based on a qualitative method in terms of a contextual idea analysis. The theoretical basis is composed of theories about the different functions of grades, didactic perspective and learning models. The focus consist of investigating how the teaching faculty and politicians discuss the proposal in different articles. The reason for choosing this focus is to highlight the teaching faculties’ point of view in the debate which commonly is overshadowed by the politicians. The results show that the teaching faculty is critical of the proposal of introducing grades from year four, whereas the opinions among the politicians varies. The main criticism is that the proposal would involve a further waste of the school's already inadequate resources. Further criticism is that grades from year four would not work beneficial to the pupils due to different reasons.

  • 305.
    Björkman, Teresia
    Södertörn University, Teacher Education.
    Övas det som prövas?: En textanalys av samstämmigheten mellan två läsförståelseläromedel och PIRLS läsprov2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the light of Swedish pupils' declining understanding of non-fiction, as well as the abolition of textbook examination, the idea for this study was born. The purpose was to explore two reading comprehension textbooks in the subject of Swedish and compare them to PIRLS reading test from 2011. Furthermore, the overall aim has been to analyze the coherence between them (alignment). The study was focused on highlighting the similarities and differences among the texts and tasks provided in the materials. With particular focus on the text's prose, genre and format, as well as on the reading comprehension strategies that were practiced and tested in the tasks. Through text analysis, theories of alignment (Biggs, 2003) and reading comprehension strategies (Andreassen 2008; Reichenberg 2014; Westlund 2015) the following questions were answered:

    • Which similarities and differences regarding the text's prose form, genre and design can be discerned in the two textbooks compared to PIRLS reading test?
    •  Which similarities and differences exist between the reading comprehension strategies that are practiced in the textbooks' tasks compared to those tested in PIRLS reading test?
    •  Which preconditions are given the pupils to perform at PIRLS through the work of these two reading comprehension textbooks?

    The results showed both similarities and differences among all of the materials. The distribution of the text's prose form differed. In one textbook the most common form was fictional prose, whereas in the other book non-fiction occurred more. However the distribution was even in PIRLS reading test. Results also revealed that the extent of the texts was significantly longer in the reading test than in either one of the textbooks. Additionally the results indicated that the tasks, in PIRLS and in the textbooks, require a use of different reading comprehension strategies. In the textbooks multiple strategies were needed to solve the tasks, in contrast to PIRLS, where there were no use of several of them. These findings suggest a lack of alignment between the analyzed materials. 

  • 306.
    Björkquist, Jonas
    Södertörn University, Teacher Education.
    Pedagogers samarbete i affektsituationer2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to highlight pedagogues cooperation regarding affective situations and how they view this cooperation, affective situations as such, their task in them and what is required for this task to be carried out. The study is a qualitative study and to answer its questions four pedagogeus have been interviewed. The interviews were conducted at two schools in a municipality in Stockholm, after which they were transcribed and analyzed systematically.

    The results show that pedagogues cooperation regarding affective situations strives towards a solution that is best for the child. Children's needs and child perspective are in the pedagogues cooperation an important part of finding a solution to affective situations. To reach this goal the responsibility is divided in such a way that pedagogues who are not directly involved in the situation contributes to other aspects, such as taking care of other children. This is to create desired conditions for children in an affective state, and for colleagues, so that the situation may be resolved in a good way.

  • 307.
    Björkqvist, Emma
    Södertörn University, Teacher Education.
    "Utan sitt modersmål blir man fattig i sig själv": En kvalitativ studie om att stödja flerspråkiga barn i förskolan2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The aim of this study is to find out how preschool teachers interpret their role in supporting speech development for children with Swedish as their second language. The curriculum indicates that the preschool should support children who speaks other languages than Swedish to develop both Swedish and their mother tongue. This can become difficult since it means that a teacher often is commissioned to support a language that he or she does not speak.

    The objective of this study is to find out how preschool teachers interpret and describe their role when they don ́t speak the languages that is represented in the class. The purpose is to find out how the environment can be meaningful without verbal understanding between the child and teacher, as well as between the children.

    The data is collected with qualitative interviews that has been analysed with a social- constructionist perspective and theories of multilingual development for young children. The results show that the preschool teachers prioritize the support of the Swedish language to achieve multilingualism. They want the children to develop their mother tongue as well, but for this they often rely on parents. The teachers describe that a meaningful environment can be created by letting the children show what subjects is the most interesting, and plan for the basis of playfulness. The mother tongue is considered as meaningful to the child ́s identity and it is important that the child is permitted to be proud of his or hers language. 

  • 308.
    Björkum, Emma
    Södertörn University, School of Culture and Education, Teacher Education.
    ”Å ena sidan, så är vi helt oumbärliga, å andra sidan så behöver vi ingenting”: En kvalitativ studie av hur fritidspedagoger upplever att deras yrkesroll påverkats av att fritidshemmet blivit en del av skolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the early nineties leisure-time pedagogic establishments moved in to school. The aim of the study is to try to find out how leisure-time pedagogues, who have been working for a long time, experience the moving of their establishment in to school and how this affect their practical work and their profession.

    The study is based on interviewes with four leisure-time pedagogues, who all have been working before—and therefore have experienced the time before—during and after their establishment moved in to school.

    These interviewes were recorded and later fully transcribed in preparation of analysis. Data was analysed with the help of the sociology of Pierre Bourdieu as a basis. Findings of the study suggest that the leisure-time pedagogues find it positive to be able to cooperate with teachers and other professional groups working in school, they explain how it enabels themselves to see pupils from a different angle and for others working in school to see pupils from a leisure-time pedagogue angle.

    Some of the pedagogues explain that they find it hard to work with big groups of pupils, or in small surfaces, which they did not have to do before their establishment moved into school. They also mean that this counteract the aims and guidelines of what school should offer the pupils in forms of education, security and social development.

    Findings of the study also suggest that the leisure-time pedagogues experiences their profession to be subordinated teachers. How well the pedagogues experience cooperation with teachers seems to be connected with how they experience their own profession’s status in relation to school leaders and teachers in their workplace.

    In conclusion the pedagogues’ work and profession is highly influenced by their new context, which is differently experienced depending on the status of the profession in the specific sociological field, how big groups of pupils they work with, how small the surfaces which they work within are and the practical work of the pedagogue.

  • 309.
    Björkén, Carolina
    et al.
    Södertörn University, Teacher Education.
    Törner, Annie
    Södertörn University, Teacher Education.
    Särskilt stöd i förskolan, för vem?: Faktorer som påverkar ett barns tillgång till särskilt stöd utifrån specialpedagogens perspektiv2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The main purpose of the study is to examine different factors that have impact on a child's access to special support from a special educator's perspective. What needs and challenges are prominent in preschool linked to children in need of special support? What role does the special educator have on the basis of the needs and challenges in the preschool? The method we used when we conducted our material for this study was a qualitative research approach. The empirical data has been collected through interviews with eight special educators and the answers were analyzed through systems theory, the individual perspective and the relational perspective. The main result of the study shows that the individual perspective is the prominent approach managing special support in preschools. It has also shown that there is a need of the special educator guiding educators to shift focus to the relational perspective in order to create an including environment in preschools. The prominent results in the study regarding needs has shown to be difficulties of mapping special support, lack of communication and handling children who acts out. The prominent results of challenges have been the lack of time for educators in preschool to reflect on their own role in the change to the relational perspective and to get the emotional support and guiding from a special educator.

  • 310.
    Björn, Susanne
    Södertörn University, Lärarutbildningen.
    Matte på burk - en lekfull arbetsmetod på förskolan: En intervjustudie om sex pedagogers syn kring arbetsmetoden Matte på burk2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to find out what the educators view on the working method Matte på burk in preschool looked like. I also wanted to find out what the educators thought about the working method. My questions are:

    1. How does the educators in preschool experience the method Matte på burk?
    2. What do the educators in preschool believe that Matte på burk can give the children?

    The study was carried out through a qualitative interview study with six educators. During the interviews with the educators it became apparent that the method not only focused on mathematical exercises. The educators also saw that interaction, learning, play and language became included in the method. Those findings are fundamental in the study and are regarded from different authors and theoretical perspectives. The conclusion I have drawn from the study is that the educators has been aware of how they can work with mathematics in a simple way. However, it would have been good if there were several levels of difficulty within the method. Because the way the cans works now, it is the same material in the cans regardless of their age. The educators believe that the method is an ideal tool for mathematics, they also think that the method is a good method to acquire knowledge in more subject areas.

     

  • 311.
    Björnell, Jennie
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Johansson, Sandra
    Södertörn University, School of Culture and Education, Teacher Education.
    “Barnen behöver de att erbjudas mer än bara en sandlåda med hinkar och spadar”: en undersökning kring förskolepedagogers uppfattningar om förskolegården och dess relation till barns lärande2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is through a teacher perspective illustrate and analyze how preschool teachers apprehend children´s learning in relation to the preschool yard.

    The main research questions asked were:

    • How do preschool teachers apprehend the preschool yard in reference to it as a place?
    • In what way do preschool teachers use the preschool yard in their work with the children?
    • How do preschool teachers view the preschool yard and the significance it has on children´s learning?

    The research is based on data collected through interviews and observations at four different preschools in the same municipality. The research views place and people as social constructions, a theory of knowledge that is based on the view that the world, places and people are constructed in relation to each other. This perspective as well as previous research is used for analyzing the data collected through a qualitive study based on interviews. The data analyzed show that the preschool teachers involved in this research apprehend the preschool yard as a central part in the learning of young children. All the preschool yards being a part of this research is constructed and looks very different from each other. They are however all described as containing several possibilities for learning, both socially between children and teachers as well as learning different skills and creating a relationship between the preschool yard and the child. The preschool teachers however describe several things that can be developed both in their own role as teachers, to support children in the learning process as well as the layout and tools that the yard contains. But the most important thing they all unanimously express is that these developments of the preschool yard need to be based on the interests and wishes from children and need to be a constant process every day, month and year.

  • 312.
    Björnsdotter Göransson, Sofia
    et al.
    Södertörn University, Teacher Education.
    Kullberg, Jenna
    Södertörn University, Teacher Education.
    Hur möblerar ni bort spring? Vi möblerar för spring!: En studie av pedagogers syn på fysisk aktivitet i förskolan2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to investigate preschool teachers’ knowledge and experiences of physical activity in the preschool indoor environment. To clarify this, we ask the following questions:

    1. What view of the concept of physical activity do preschool teachers has?
    2. What perceptions are made visible when preschool teachers interpret the objective in the curriculum?
    3. What didactic opportunities do preschool teachers see to carry out physical activity in the indoor environment?
    4. What norm-critical perspectives are visible in the preschool teachers’ answers?

    In our study we have chosen to use phenomenography as our theoretical method. We want to see if there are patterns in the preschool teachers’ answers, if they have similar experiences or knowledge, or they differ. Our study is therefore based on a qualitative research effort with both interviews and observations as a collection method. Our collected material has then been analyzed using our theoretical method and previous research to visualize the preschool teacher’s conceptions of the world around them. Our study´s main theme is therefore based on a scientific, didactic and cultural perspective. Our study shows that the knowledge and the definition of physical activity vary between preschool teachers which further affect how it is implemented. Children thus have different access to physical activity depending on which preschool they go in and what knowledge preschool teachers have. Preschool teachers varying interpretations of the objective in the curriculum have been shown to contribute to the design of the didactic learning environment. Missing knowledge probably leads to the objectives of the curriculum being interpreted on the basis of individual perceptions. Preschool teachers’ knowledge to physical activity and their norms and values will contribute to the emotional culture of which children become a part of. Therefore, norm-critical perspectives, intercultural leadership and child view have been relevant to our study. Our results have shown that norms on health and body ideals form preschool teachers' childcare and physical activity views. Preschool teachers show that despite obstacles, they focus on possibilities instead of limitations.

  • 313.
    Björsson, Emma
    Södertörn University, Teacher Education.
    ”Det skulle bli löjligt, om jag klev in i mina elevers värld”: En kvalitativ studie om elevers och lärares syn på elevers populärkultur i religionskunskapsundervisningen2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the thesis was to study teachers and students in primary schools thoughts on the use of the students popular culture in religious education, and to identify similarities and differences between the interviewed and how these could be understood. The purpose was further to examine what consequences popular culture’s relation to high culture (finkultur) was given in the interviewed’s reasoning.

    The thesis was divided into three major issues: What opportunities and difficulties do teachers and students regard with the use of the students popular culture in religious education? What are the differences and similarities between the respondents, and how could this be understood? And the third: What are the consequences of popular culture's relation to high culture in the reasoning?

    In order to achieve the questionaries, four students in ninth grade and four religious teachers in primary school were interviewed.

    The result showed that both teachers and students stressed student’s popular culture as an educational opportunity. The use of popular culture contributes a higher level of interest, commitment and happiness in religious education. The teacher provided to a greater extent the difficulties with the use of the students popular culture, mainly with their lack of time and knowledge about their student’s popular consumption. Popular culture’s relation to high culture was made visible. In the teachers interviews it’s relation was revealed in their negative attitude against the students popular culture, in for example it’s lack of good values which were not considered compatible with the school’s values. In the student’s reasoning popular cultures relation to high culture became visible with their expressed concern about the popular culture which is used in their spare time, be used in a context which they were not used to.

  • 314.
    Björsson, Emma
    Södertörn University, Teacher Education.
    ”Det är inte trevligt att sitta med jacka på sig inomhus”: En samtalsanalytisk studie om konstruktionen av genus på utbildningen Svenska för invandare2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to examine, with a gender theoretical and conversational analytical framework, how teachers in Swedish for immigrants (SFI) distribute positive and negative assessments towards men and women in the classroom and what causes them. The purpose is further to examine how the assessments construct and actualize gender patterns in the education.

     

    The thesis is divided into two major issues: How are positive and negative assessments ​​distributed between men and women in a class at Swedish for immigrants (SFI) and what causes these? How can the assessments ​​be related to constructing and actualizing gender? In order to achieve the research questions, four teachers have been observed in three different classrooms.

     

    The result shows how assessments ​​in classrooms are caused by fostering the students into a gender-normative behavior and also into a desirable classroom behavior. Furthermore, the assessments ​​are caused by evaluating students work efforts in school work. The result also show how women are given more positive assessments ​​and men more negative, even though there are no major differences between how assessments are distributed between male and female students. In total, women are given more assessments than men in the classroom. With the hidden curriculum as an analytic tool, the results show how hidden teaching agendas and the teachers’ assessments to foster the students into these exists within an educational context for adult students. The study has also made visible how gender is both actualized and constructed in the assessments ​​the teachers express in conversation with the students.

  • 315.
    Blad, Nathalie
    et al.
    Södertörn University, Teacher Education.
    Kandic, Medina
    Södertörn University, Teacher Education.
    "Vi borde slopa det här genustänket": En kvalitativ studie om hur könsföreställningar påverkar pedagogernas bemötande av barn i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose: To research how conceptions of gender are mirrored in the preschool’s practices and how the preschool teachers treat the children in relation to the conception of gender and age.

    Questions at issue: How do preschool teachers treat children in preschool from a gender perspective? How are values and conceptions about gender expressed in the preschools’ practice?

    Method: Qualitative methods; observation and interview, discourse analysis, hermeneutics

    Main theoretical connections: Social constructivism, feminist poststructuralism, gender system

    We have concluded that preschool teachers treat children in preschool based on the expectations they put on the children. These expectations position children into different categories of “masculine” and “feminine”. Gender is expressed in the practice and affect how children relate to one another as well as how the preschool teachers relate to the children depending on their age. We have also been able to see a difference in how children are treated in relation to age. What has been made visible through our observations is that preschool teachers’ treat younger children according to concepts that strengthens the categorization of children. This was accomplished through the emphasis on gender descriptions of people and objects, which positioned children in these categories. This can be interpreted as preschool teachers’ gender categorizations was consolidated through language which is of importance regarding current expectations and values within these groups. Children thus learn to adapt to the different roles they are in preschool, which will later be interpreted as a part of that person's individual character. Teachers in the older children’s group focused rarely or not at all on consolidating concepts but confirmed and thus strengthened the standards that children were already aware of and practiced. This was done by the teachers that among other things tended to keep the children’s groups, which was based on notions that the children are acting by character and not by gender.

  • 316.
    Blank, Nikolina
    Södertörn University, School of Culture and Education, Teacher Education.
    Att lära av varandra?: En undersökning om arbetslag utifrån ett lärarperspektiv2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is from a teacher’s perspective to examine how schoolteachers experience the possibilities of learning from each other within their work team and to shed some light on how teachers believe that cooperation affects their ability to learn and improve on a daily basis. My research questions are: What is the general discussion among the teachers concerning daily capacity building from enhanced teamwork? How important is well-functioning cooperation between co-workers for learning and daily capacity building? What are the prerequisites for a well-functioning learning situation within the work team?

    The study is based on five qualitative interviews with teachers within the same school but from different teaching backgrounds based on what grade they teach, what subjects they teach, and they belong to different work teams within the school. The interviews are semi-structured.

    The results have been analysed from a perspective based on the theories of organisational pedagogy and learning organisations.The results implies that the work teams does not function as a forum for exchanging experiences and learning from each other. Cooperation does, however, exist within the work teams and it has positive effects on other work related aspects, but not on individual daily capacity building. The teams are primarily used for exchange concerning more common and practical issues. This seems to be the situation due to lack of time, priority and structure. The teachers in my study believes that the work team is a vital and important part of their everyday work and it is a forum they wish to exist even if the teams are not today working as wanted when concerning capacity building. The use and functioning of the work teams at the school for this study should be carefully evaluated and improved if the work teams should also function as an effective tool for daily capacity building for the teachers.

  • 317.
    Blixt, Linda
    Södertörn University, Teacher Education.
    "Med bilden i fokus": Elevers uppfattning om skrivprocessen då den ritade bilden verkar som förberedelse för skrivande.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    It is usually said that "A picture is worth a thousand words". It is then interesting to look into how students perceive their own writing process when they use drawing as an pre-writing strategy. Previous research have shown that drawings help young pupils in the beginning of their writing development.

    The study is a phenomenographic study and are built on interviews and observation as method. The aim of this study is to investigate pupils perception of using drawings as a pre-writing strategy for writing. The following questions where formulated:

    • How do the students experience the drawing as a preparation for writing their narrative text?

    • How do the students perceive their own writing process?

    • What is the students perception of the drawing as a possible support during the      writing process?

    • How do the students perceive the drawing as support during their own writing process?

    This study is based on interviews with four pre-school students in second grade. The result in the study shows that the students are positive to use drawing as preparation for writing. It also shows that the students had different perceptions about how the drawing was as a support for writing. The drawing was perceived as a support for the working memory, a support to describe details form the drawing in the text and make structure in the text. The result also shows that the student´s perception of the drawing as a support of writing are connected to the student's perception of their own writing process.

  • 318.
    Block, Nils
    et al.
    Södertörn University, Teacher Education.
    Svensson, Emilio
    Södertörn University, Teacher Education.
    ”… Dom vuxna är lite mer vuxna”: En fokusgruppsstudie om hur barn ser på sitt eget inflytande i fritidshemmet.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att undersöka hur barn ser och beskriver sitt eget inflytande på fritidshemmet. Studien genomförs på ett fritidshem med sju barn från årskurs fyra och fem som vi träffade vid tre olika tillfällen för att genomföra fokusgruppsamtal med. Vi har så långt som möjligt jobbat för att framhäva barns perspektiv. Utifrån Arnstains stegmodell om inflytande hämtad ut Pia Björklids bok Drömmen om Elin analyserar vi barnens berättelser. Vi har kommit fram till att barnens inflytande på fritidshemmet oftast är i form av att vara konsulter till lärarna. Barnen ger alternativ till lärarna som väljer vad de tycker är rimligt eller inte. Eller att lärarna ger barnen färdiga alternativ att välja på.

  • 319.
    Blom, Annika
    Södertörn University, Teacher Education.
    Ibland slår han mig...: men du får inte säga något!2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 320.
    Blom, Helena
    Södertörn University College, Lärarutbildningen.
    Att arbeta i grupp, är det en bra metod?: En kvalitativ studie av tre lärares syn på och erfarenheter från att arbeta med eleverna i grupp och med grupparbeten i grundskolan2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to discuss various approaches to group work and the importance of different approaches in relation to group work in schools. The study also looks at the results of the children working in different groups and constellations.

    This study is based on what previous research, literature and the tree teachers say about the subject group work and group divisions. Issues: Is there any kind of group work that always works? Does the structure of the tasks have any effect on the outcome? Is there any good reason to choose the teamwork approach that? The method I chose is a qualitative study with a phenomenological approach to the analysis. Three teachers were interviewed; result is presented in themes and concludes with a brief summary. In the theory part is the writer and researcher Kjell Granström frequently referenced when he is an actual person in Sweden in the subject. Furthermore, educators Vygotsky and Gardner’s theories of how children learn and how teachers at school can work with these theories are also important for the study. The study findings demonstrate the importance of teacher's choice of work and an awareness of how different group classifications can affect students' work. This is consistent with previous research Granström and also Forslund Frykedal reached.

  • 321.
    Blomberg, Danielle
    Södertörn University, School of Culture and Education, Teacher Education.
    IKT för elever med ADHD: Nytta eller nöje?2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim with this study was to see how a few teachers with experience of young students with ADHD looks upon the need of special support through ICT and from which perspective of special needs education the support is formed.

    I related the informants’ answers about their views on special needs support based on a relational and categorical perspective and came to the conclusion that all of the informants uses a bit of both depending on each individual students needs. Therefor I could see that the dilemma perspective is current in schools today. The most important need for the students with ADHD in general is, according to the informants, structure and routine.

    The result from this study also shows that general knowledge about ICT is lacking and needs to increase. This could in most cases be explained by the schools economic resources as that partly prevent purchase of new and more equipment but also forces the school to keep larger groups of students in each class. This leads to less time for the teacher to learn about how and when ICT can be used. When asked if or how ICT could work as an asset for the students with ADHD in their studies, all of the informants said that it could be used mainly as motivation for the students to keep focus but is not seen as a tool only for those in need of special support but acts as motivation for all students, with or without diagnosis.

    In general ICT is viewed as a complement to the ordinary education and all of the informants points out the importance of letting go of these artifacts once in a while to actually see what surrounds them and that it is important to know the purpose of its use.

  • 322.
    Blomberg, Eva
    Södertörn University, School of Gender, Culture and History, History.
    Från hantverkare till experter: Trädgårdsutbildning och samhällsomvandling2011In: Bulletin för trädgårdshistorisk forskning, ISSN 1652-2362, E-ISSN 2001-1261, no 24, p. 20-23Article in journal (Other academic)
  • 323. Blomberg, Gunilla
    et al.
    Wolrath-Söderberg, Maria
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Dilemman i förhörsledarrollen2019 (ed. 1)Book (Other academic)
    Abstract [sv]

    ”Det kan väl inte vara så svårt att hålla förhör, jag kan ju snacka med folk”, tänkte Gunilla Blomberg i början av sin poliskarriär. Men erfarenheten lärde henne snart att det är en komplex utmaning. Utöver kännedom om relevanta lagar kräver det bland annat psykologisk kunskap, kommunikativa strategier, tolkningsförmåga, förtrogenhet med rättssystemet och praktisk klokhet.

    I den här essän analyserar Gunilla Blomberg, tillsammans med Maria Wolrath Söderberg, ett fall som ruskade om henne och som gjorde att hon kom att se på förhörsledarrollen på ett nytt sätt.

  • 324.
    Blomdahl, Anneli
    et al.
    Södertörn University, Teacher Education.
    Pedersen, My
    Södertörn University, Teacher Education.
    Det är något i mig som stretar emot: en essä om Reggio Emiliafilosofin, pedagogisk dokumentation och vår kunskapsprocess2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna essä är att undersöka den konflikt som uppkommer när studenter som vi genomgår en erfarenhetsbaserad förskollärarutbildning, där nya teoretiska kunskaper ska samspela med redan beprövad erfarenhet från yrket. De situationer som uppstått i vår praktik har legat till grund för de gestaltningar vi skrivit. Tvivlet, osäkerheten och kritiken vi har burit på har väckt en stark vilja att ta reda på vad dessa känslor bottnar i. Våra gestaltningar har uppstått i en verksamhet där Reggio Emiliafilosofin tycks vara rådande därför vill vi också undersöka vad Reggio Emiliafilosofin står för samt vad verktyget pedagogisk dokumentation är och om det finns olika sätt att förstå detta. Genom att undersöka Aristoteles olika kunskapsformer får vi syn på vårt eget kunnande och kan sätta det i relation till vår kunskapsprocess och pedagogisk dokumentation. Den undersökning vi gör i och med denna essä ger oss möjligheter att få kunskap om Reggio Emiliafilosofin, pedagogisk dokumentation och vår egen kunskapsprocess. Detta hjälper oss vidare på vår kunskapsresa och i vår professionsutveckling.

    Vi har valt att skriva i essäform då vi önskar att använda en metod som är prövande och sökande samt att den ger oss möjligheter att utgå från våra egna erfarenheter. För att få en ökad förståelse för de frågor vi undersöker har vi försökt att se våra gestaltningar ur olika perspektiv med hjälp av relevant forskningslitteratur. I dialog och reflektion med varandra, handledaren och med övriga studenter i handledningsgruppen har vi fått distans till våra gestaltningar och gruppens tankar och frågor har hjälpt oss vidare i vårt undersökande. I vår essä använder vi oss av teorier som hermeneutik och fenomenologi vilket ger oss möjlighet att utgå från vår erfarenhet och tolka och förstå de fenomen som uppstår i vårt medvetande.

  • 325.
    Blomgren, Kamilla
    Södertörn University, School of Culture and Education.
    Läxan, en fråga om ideologi?: En kvalitativ studie av Folkpartiets och Vänsterpartiets syn på läxan2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with this essay is to examine the Liberal Party and the Left Party´s views on homework, if the parties considers that homework affects the schools plan for equivalence and if the parties disagreement can be related to their different ideologies. To answer the purpose I have used following questions: How do the Liberal Party and the Left Party define the concept of homework?, What is the purpose of homework in primary schools according to the Liberal Party and the Left Party?, What are the arguments for and against homework and do homework affects the schools plan for equivalence according to the parties? and Can the parties' views on homework be related to their respective ideologies? The method used is a qualitative textual analysis with focus on the idea analysis. The material consist of relevant newspaper articles, news and debate clips and the parties various party programs, during the time frame of 2006-05-31 - 2013-10-14. To answer the purpose I also used different types of discourse theories, equivalence theory and the ideologies liberalism and reformist socialism as theories.

    The results shows that the Liberal Party and the Left Party have different views about what a homework should be considered as and that both parties thinks that homework can affect the schools plan for equivalence, but they have different perceptions about how. The Left Party believes that homework should be done during school time and The Liberal Party believes that homework should be done after school. Their different views and values regarding homework can also be relate to their different ideologies. A possible idea that I also can find from the results is that the parties different opinions can be based on that they refers to pupils of different age groups when they discuss the topic of homework.

  • 326.
    Blommaberg, Mona
    Södertörn University, Teacher Education.
    Får mitt barn behålla min kultur?: en kvalitativ innehållsanalys av utländska vårdnadshavares upplevelser av den svenska förskolan2018Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study concerns a group of foreign parents' experiences with Swedish preschool. The purpose of the study is to gain an understanding of the foreign guardians' experiences of the phenomenon. Semi-structured interviews are conducted with six informants, and the results of the interviews are compiled and linked to theoretical concepts in the analysis. The concepts that I have chosen to define are culture, Swedishness (svenskhet) and life-world. In the discussion section, I link the results to previous research on the preschool's work on diversity. The results show that the custodians experience a lack of collaboration between preschool and home and a lack of communication. Cultural differences lead to prejudice, and negative attitudes and language deficiencies give custodians a sense of exclusion.

  • 327.
    Blomquist, Cecilia
    et al.
    Södertörn University, Teacher Education.
    Nöthe Frisk, Carina
    Södertörn University, Teacher Education.
    Engagerad i barns bästa, nu och framöver: Reflektioner kring ett hållbart arbets- och förhållningssätt i förskolan2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The starting point for this essay is two self-perceived dilemma situations in preschools where children have end up in conflicts. These two dilemmas have given us the understanding that children can be treated in completely different ways by preschool teachers when they on one hand are excluded and ignored and on the other hand are confirmed and heard. The aim of this essay is to open a dialogue among educators about a sustainable work approach. It is a treatment we believe works long-term and provides room for strong feelings like love and aggression. Sustainable development is widely discussed in preschools in ecological and economic terms, but there is no awareness about how it addresses the social aspects of children’s development. We want to focus on the social aspects in our essay. In this essay, we will investigate the following questions: What skills do educators need in today's preschool? What meaning do feelings such as love and aggression play in preschool? How can a socially-focused sustainable approach be created and developed in the preschool? We start from a sociocultural perspective looking at people as individuals influenced by society and culture. In order to approach our sub-questions, we take a knowledge perspective where we use Sheridan, Sandberg & Williams's research on the preschool teacher`s competence, an emotional perspective where we use Winnicott, van Manen and Montessori to seek out the emotional life and an educational perspective in which the authors and lecturers Svedberg and Persson lead us towards a sustainable work approach. Our essay shows that the whole child as well as her/his feelings and interests seem to have been removed from focus in the preschool. Instead, the new revised curriculum requires a subject-oriented approach that makes it difficult for preschool teachers to include continuous reflection work focusing on social sustainability. We, as prospective preschool teachers, have a great responsibility to take a ‘whole child’ view by allowing continuous reflection focusing on sustainable work and processes. Only then can every child be his or her best self. 

  • 328.
    Blomqvist, Petra
    Södertörn University College, Lärarutbildningen.
    Barn med koncentrationssvårigheter: Om förhållningssätt och bemötande2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Concentration problems have been discussed from a variety of angles and have been problemized in different ways. One approach is to place the major part of the problem on the child independent of its environment. The terms used as an explanatory model are “attention disorder, impulsiveness, difficulty at finding suitable activity levels, difficulty in understanding rules and instructions” (Kadesjö 2007). Others place the root of the problem in the environment prevalent at pre-school and school. In this case the prevailing arguments are aimed at the pedagogical environment and the organisation of time and space (Nordin-Hultman 2005). My experience is that independent of reasons these children struggle, but often feel quite inadequate.

    The aim of this study is to examine how special pedagogues argue and problemize the concept of concentration difficulties. I also want to examine if there is anyway to reason and act in a way which will aid children with concentration difficulties, what that work would be and how a pedagogue can be a resource.

    The main result of my study is that the concentration problems found among the individuals I examined are relatively common in pre-school and school. The results regarding attitude and pedagogical methods can be summarized by the concept that pedagogical methods should be adapted to the individual.

  • 329.
    Blomqvist, Stefan
    Södertörn University College, School of Culture and Communication.
    Kunskapssyn och lärande i estetiska lärprocesser och waldorpedagogik2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 330.
    Blomster Mossberg, Elin
    et al.
    Södertörn University, Teacher Education.
    Blomster, Malin
    Södertörn University, Teacher Education.
    För vems skull?: en essä om förhållningsätt, ansvarstagande och praktisk kunskap i förskolan2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay explores how differences in opinion between preschools pedagogues and parents regarding a preschool’s activities can affect what is seen as an interesting and meaningful everyday experience for the children or how the children's skills and their right to participate in the decision making process can be of use. The essay is based on two real and self-experienced stories that form the basis of our reflections and following learning process. The essays purpose has not been to find one correct approach but rather to, through reflections, highlight different perspectives and how they can meet and interact. We reflect on how the different roles we assume, consciously or unconsciously, in our professional practices can affect our actions in different situations. We also reflect on how we use our practical knowledge. The aim of the essay is to examine what we, as two future preschool teachers, through writhing this text has come to believe to be important to focus on in preschools when it comes to democracy and participation, and why we believe that. By examining our own positions in the question at hand and by reflecting on how we could have done things differently, it is possible to find new, and possibly more, constructive ways to collaborate, assure quality and develop the daily running of preschools.

  • 331.
    Blåbäck, Therese
    Södertörn University, Teacher Education.
    Smartare än fröken: En kvalitativ undersökning om synen på särskild begåvning och anpassningar i undervisningen av särskilt begåvade barn på två förskolor2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to examine how adaptations in the teaching of gifted children of two preschools can be understood from the perspective of teachers, parents and children. The intent with the study was also to examine how the teachers worked to follow the curriculum and adapt the teaching, how the children could be affected by being seen as gifted and how the parents experienced the cooperation with the preschool regarding the teaching of their gifted children.

    Through observations and interviews four themes were discovered – characteristics and to be seen, teacher's knowledge and education on giftedness, working methods and adaptations, and transition from preschool to school. The study’s results showed that the different perspectives differ, both between parents, educators and children, but also between the two preschools and their surrounding culture. The surrounding culture had a larger impact than expected.

    The analysis, based on Stern’s theory of intersubjectivity and intercultural perspective, also showed the importance of gifted children to be seen as gifted and to interact with other gifted children.

  • 332.
    Blåsjö, Mona
    et al.
    Stockholms universitet.
    Hållsten, Stina
    Södertörn University, School of Culture and Education, Swedish Language.
    Karlström, Petter
    Stockholms universitet.
    Knutsson, Ola
    Stockholms universitet.
    Carretto Pargman, Teresa
    Stockholms universitet.
    Att skriva för att lära i digital miljö2014In: Resultatdialog 2014, Stockholm: Vetenskapsrådet , 2014, p. 109-119Chapter in book (Other academic)
  • 333.
    Boberg, Karin
    et al.
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, School of Culture and Education, Teacher Education.
    Högberg, Anna
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, School of Culture and Education, Teacher Education.
    Estetiska lärprocesser i skola och lärarutbildning2014In: Konst och lärande: essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, p. 75-91Chapter in book (Refereed)
  • 334.
    Bodell, Linnea
    et al.
    Södertörn University, Teacher Education.
    Sjöberg, Therese
    Södertörn University, Teacher Education.
    "Oj, vad många!": Gelman och Gallistels fem principer i rutinsituationer och i den fria leken2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this empirical study is to explore how teachers and children working with and use of Gelman and Gallistels five principles in preschool. These principles form the basis for the child’s number sense. To catch sight of the principles that are used and in what situations they are expressed in the youngest children in the nursery, we will make observations on two toddlers departments.

    The results shows that all the principles occurred in varying ways in routine situations and the play, but a few of the principles are more prominent. The results also shows that a teacher’s role and environment design has a great impact on children’s mathematical learning.

    In the discussion, we discuss the importance of taking advantage of all the situations that arise during a day in kindergarten. The teachers have an important role to highlight and show the kids the mathematics around them. 

  • 335.
    Bodin, Patrik
    Södertörn University, Lärarutbildningen.
    Språkets betydelse för matematikinlärningen2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Study aimed to see if the language has bearing on mathematics learning. The study used qualitative interviews of three first grade teachers and one special education teacher.

    The questions asked was:

    • Do the teachers and specialist teacher, at the selected schools, think there is a connection between language difficulties and difficulties in mathematics and in case how is this connection.
    • How does the teachers / specialist teacher make it easier for students to learn mathematics and swedish.

    The study was based on Vygotsky and Piaget teories. In previous research, it is primarily Malmer, Hoines, Lowing and Kilborn who´s been treated. Within the governing documents, it is mainly the compulsory school curriculum Lpo-94, and the curriculum for mathematics treated.

    I hope that the study has conclude that there is a connection between language and mathematics learning.I tried to emerged this through interviews with tree teachers and one special teatcher but i couldn´t. The teatchers couldn`t fint that it was the only reason to why the pupils hade difficulties in mathematics.But in the literature I found the relation between language- and mathematicdificulties.

  • 336.
    Bohlin, Henrik
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Bildning, dialog och kritisk självreflektion2014In: Att växa som människa: om bildningens traditioner och praktiker / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, p. 113-131Chapter in book (Refereed)
  • 337.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    Bildning i massutbildningens tid2011In: Våga veta!: Om bildningens möjligheter i massutbildningens tidevarv / [ed] Anders Burman, Huddinge: Södertörns högskola , 2011, p. 75-96Chapter in book (Refereed)
  • 338.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    Kan liberal education fungera i Sverige?2011In: Det goda lärandet: En antologi om liberal arts education / [ed] Anders Burman & Patrik Mehrens, Lund: Studentlitteratur, 2011, p. 81-97Chapter in book (Other academic)
  • 339.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    Vad är medborgerlig bildning?2011In: Tvära möten: Om utbildning och kritiskt lärande / [ed] Peter Strandbrink & Beatriz Lindqvist, Håkan Forsberg, Huddinge: Södertörns högskola , 2011, p. 19-34Chapter in book (Refereed)
  • 340.
    Bohman, Margaretha
    et al.
    Lärarhögskolan Stockholm.
    Rodell Olgac, Christina
    Liv och lärande i förberedelseklass1999Report (Other academic)
  • 341.
    Bolevin, Mirja
    Södertörn University, School of Culture and Education, Teacher Education.
    En jämförande studie av några fritidslärares och klasslärares syn på formellt och informellt lärande2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this thesis was to investigate how teachers in school and in leisure time center look at informal and formal learning. Informal learning is often associated with leisure-time while formal learning is generally linked to school. My questions also deal with the teachers’ view of each other’s activities from a learning perspective and visibility of informal learning. I have made an empirical study with qualitative, semi-structured interviews with three class teachers and three leisure teachers. The results of the study show that the informal learning in leisure time center is generally not perceived as learning. Concepts such as knowledge, learning, and teachers are associated with the school and formal learning. The study also shows that it is necessary for teachers to visualize informal learning.

  • 342.
    Bolinder, Siri
    Södertörn University, School of Culture and Education, Teacher Education.
    Pedagogisk dokumentation: En kvalitativ studie som beskriver hur utförande, utvärdering och presentation genomförs i praktiken2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    With the curriculum Lpfö98, and its revised version 2010, the demands for evaluation of the quality of the preschool have been emphasized. Accordingly, the activities need to be systematically documented, followed up and assessed, to be improved. Most importantly, this includes continuous follow up, documentation and analysis of the development and learning of the children. This is usually carried out by means of pedagogical documentation, but how this working tool should be used in practice is not totally clear for all pedagogues. The aim of this study was therefore to investigate how pedagogical documentation is performed, assessed and made accessible for the children, parents and staff-members, in practical preschool work.

    In the study, four pedagogues (two preschool teachers and two pedagogical mentors), working in two different preschools where the Reggio Emilia concept is practiced for pedagogical documentation, were interviewed using a semi-structured questionnaire.

    The informants described pedagogical documentation as a complex and time-consuming working tool, albeit necessary and helpful to fulfill the requirements of the curriculum. In one of the preschools, portfolios were used to collect and present the documentation, whereas the other preschool used a so called BUL-wall (Barn, Utveckling, Lärande, i.e., Children, Development, Learning). Both preschools carried out their systematic documentations preferentially as specific projects. The documentations were then used for dialogue and reflections with the colleagues and/or feed-back with the children; this is how the pedagogical documentation is formed, which allows the pedagogues to perceive the learning process of the children as well as their own. In this way, the pedagogical documentation forms the basis for evaluation and analysis of the preschool activities, and results in shared decisions for improvements to accomplish the children’s needs and challenges. From the findings in this study, it appears that different techniques for collecting and presenting the documentations may be feasible to attain the main objectives of the pedagogical documentation.

  • 343.
    Boman, Helena
    Södertörn University College, Lärarutbildningen.
    Läromedel i Samhällskunskap - En textanalys ur ett mångkulturellt samt interkulturellt perspektiv2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    This survey is a text analysis of 4 teaching books during a ten years period in Social studies from a multicultural and intercultural perspective. Taking as a starting point that society and the school in today’s Sweden are multicultural and in need of more intercultural teaching I explore teaching books in social science to se how they relate to Sweden as a multicultural society and their way of relating to intercultural teachings and compare them. The questions asked are: How do the different books describe the multicultural society in Sweden? What kind of intercultural tools are found in the books? And are there any similarities or differences among these books? The theories used as a starting point are reformulated by the author after theories of Von Wright and Lahdenperä to fit in to the context of a text analysis of teaching books and the method used is a content analysis with its purpose of describing how the books are constructed. I have found that two older books from ten years ago are not describing Sweden as a multicultural society and are not including people with different origin as a natural part of the society. I have also found that there are not much intercultural tools used for increasing the reader’s intercultural understanding. In two older books from 1994 there is a tendency to stereotype people with different origins in and to not describe them as participant members of society. The newer books from 2004 and 2005 are more describing Sweden as a multicultural society both directly and indirectly and they are including people with different origins to be a participant part of the society. It is also reflected that there is always a risk for stereotyping different groups in society by discussing problems but that there are different ways considered to avoid that. The books from today are both using more intercultural tools to increase the reader’s intercultural understanding in different ways.

  • 344. Boman, Ylva
    et al.
    Ljunggren, Carstenvon Wright, Moira
    Erfarenheter av pragmatism2007Collection (editor) (Other academic)
  • 345. Boman, Ylva
    et al.
    Ljunggren, Carsten
    von Wright, Moira
    Variationer av pragmatism2007In: Erfarenheter av pragmatism / [ed] Ylva Boman, Carsten Ljunggren, Moira von Wright, Lund: Studentlitteratur , 2007, p. 13-22Chapter in book (Other academic)
  • 346.
    Bonow, Madeleine
    Södertörn University, School of Life Sciences, Geography.
    Fieldtrips as a pedagogic tool2007In: Relationen mellem læreruddannelsen og skoleudviklingen: Kongresrapport til den 10. nordiske læreruddannelses kongres / [ed] Kristín Jónsdóttir, Þuríður Jóhannsdóttir, Reykjavik: School of Education, University of Iceland , 2007, p. -10Conference paper (Other academic)
  • 347.
    Bonow, Madeleine
    Södertörn University, School of Life Sciences, Environmental science. Södertörn University, School of Life Sciences, Geography.
    Geographia didactica2010In: Tradition och praxis i högre utbildning: tolv ämnesdidaktiska studier / [ed] Anders Burman, Ana Graviz, Johan Rönnby, Huddinge: Södertörns högskola , 2010, p. 163-190Chapter in book (Other academic)
  • 348.
    Borevi, Karin
    Uppsala universitet, Statsvetenskapliga institutionen.
    Religion i skolan1997In: Religionsfrihet i Sverige: om möjligheten att leva som troende / [ed] Pia Karlsson & Ingvar Svanberg, Lund: Studentlitteratur AB, 1997, p. 37-69Chapter in book (Other academic)
  • 349.
    Borg, Joakim
    Södertörn University College, Lärarutbildningen.
    “They only phoned when there where trouble”: Parents- and adults experience of parental co-operation with school2008Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    The purpose with this study is to investigate the experiences some adult Romans have of co-operation between Romani parents and school. The study is based on interviews and has been inspired of critical ethnography and hermeneutic theories. What views have the Romani adults and parents on parental co-operation with school? Which strategy do they see as a practical way for improved parental co-operating with school? The study show that the Romani parents who participated in this study do want a very close co-operation and have used strategies of open communication and giving suggestion on how to co-operate with the schools. One of the informants has had the opportunity to give an in-dept interview and this gives an example of a more diversified picture of the Romani parental patterns in relation to school. The adult Ro-mani group that has been interviewed thinks that a close co-operation with school is very im-portant. One suggestion of improvement from the interviewers is teacher-assistans to improve the schools parental co-operation. There where also suggestions that educational efforts of the school is needed for all students and to include knowledge about who the Romani people are and about their history, culture and language. Some of the parents even showed examples of giving suggestions to teachers to increase the contact by writing in a dairy for each student. The parents in this study also reports of institutionalized antigypsyism and discrimination. In that view the in-dept interview gives an explanation to why the co-operation is believed to be so crucial. There is a fear that the public authorities in somewhat way would hurt the Romani children.

  • 350.
    Borg, Ulrika
    Södertörn University, Teacher Education.
    Det är hans känsla!: En studie om hur genus och jämställdhet kommuniceras i klassrummet2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to describe, from a didactic point of view, wether gender norms are challenged and sex equality is maintained when two teachers in grade one communicate with their pupils. This is based on the existing norms in our society which generates into certain expectations of how one should act depending on wether you are a girl or a boy. In addition to this, the lack of equality between women and men is a global question. The norms and conditions in society are reproduced, but can also be deconstructed in school (Martinsson and Reimers 2008, p. 8). Thererfore, this study proceeds from the following questions:

    • In what ways is the teaching designed, within the frame of communication, in the perspective of gender and sex equality? How does the two teachers reflect upon that?
    • How is the allowance to speak distributed among the pupils and does this differ wether it is a girl or a boy? How does the two teachers reflect upon that?
    • Are certain speech acts more common respectively less common in the teachers’ communication with girls respectively boys?

    The investigation is based on observations and an interview, and the teachers’ speech acts towards the pupils are analysed. The theoretical frame of the investigation is founded on feminist theories, from a post-structuralist and a social construct perspective. Hence, theoretical constructs such as performativity (Butler 2006, p. 216) are of importance. The results of the investigation shows, in conclusion, that the two teachers are well aware of how to conduct their teaching in relation to gender and sex equality. This is shown both in their practice of teaching and in their reflections on the matter. Furthermore, the results of the investigation show that the teachers do not differ between girls and boys. However, both teachers show that they take the gender- and sex equality issues into thought, in order to achieve sex equality and counteract sterotypes for gender roles in the classroom.

45678910 301 - 350 of 2613
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf