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  • 301.
    Biberg, Madeleine
    et al.
    Södertörn University, Teacher Education. 840602.
    Hashimoto, Sophie
    Södertörn University, Teacher Education. 751031.
    ”Djungelns lag i stora barngrupper”: En kvalitativ studie om anknytningens betydelse för de yngre barnens trygghet på förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose

    The purpose of the study was to examine the educator’s thoughts and experiences regarding the term “attachment”. Similarly, we wanted to find out what strategies educators use to create comfortable and secure relationships for the younger children within the large groups of children. According to this purpose, we have formulated the following questions:

    • What experience has educators in working with large groups of children?
    • How do educators perceive the term attachment in relation to the younger children in preschool?
    • Which known strategies the educators use to ensure the younger children’s security within the larger group?

    Method

    We have, with a qualitative method, interviewed six educators at three preschools in different municipalities. As a complement to the collected data, we made observations at two of the preschools. Our greatest focus and importance have been on the empirical evidence from the interviews conducted.

    Theory

    In our study we have taken the support of Bowlby's “attachment theory” which highlights the importance of close emotional relationships and we also used current research in the field. We have chosen to assume only this theory because we believe that it corresponds to the study's main purpose, namely children's secure attachment.

    Results

    From an attachment theory perspective that emphasize the importance of close and emotional relationships for the individual child's development and comfort, one of our results indicates that large groups of children complicate the educators ability to meet the individual child's needs on a daily basis. Based on the interview material it became clear that all educators agree on the importance of being a calm and present educator in the attachment work with younger children. Our results indicate that strategies such as dividing large groups in to smaller ones, as well as a structured working team, are important factors in order to tie in with all children within the larger groups. Most educators emphasize that an inspiring environment that raises the child's curiosity and exploration, promotes the child´s sense of security at the preschool.

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  • 302.
    Bienen, Charlotta
    Södertörn University, School of Culture and Education, Teacher Education.
    Du vet ju vad vårt styrdokument säger...: En essä om det mätbara och det svårmätbara lärandet i förskolan2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My essay begins with two stories showing two different perspectives when looking at learning in preschool. These two different learning styles I have chosen to call, the measurable and the difficult to measure learning. As a pedagogue I am involved in both events. In these events I describe how different we pedagogues interpret our governing documents on children's learning. By describing how the educational activities are designed differently in the two events, I try to highlight the pedagogues views on learning in preschool. Although we have the same governing document, we differ in our work with children.

    In my study, I look at how educators Piaget and Vygotskij regard the child and its development from a socio-cultural and a cognitive perspective. I want to see if there is any connection between their views on child development and what is happening in my two events.

    In the essay, I also try to find out how we work with children in preschool when it comes to both the measurable and the difficult to measure learning and why we do it so differently. Our society has recently become more focused on measurable results in order for us to assure the quality of the work we do. In preschool we also have a duty to assure the quality of our educational activities. I examine whether that is the reason we have different views on learning. The measurable learning makes it easier for pedagogues to see what children have learned while the difficult to measure, makes it more complicated to measure results.

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    Du vet ju vad vårt styrdokument säger... -En essä om det mätbara och det svårmätbara lärandet i förskolan
  • 303.
    Biesta, G.
    et al.
    University of Stirling, United Kingdom.
    Säfström, Carl Anders
    Mälardalen University.
    A manifesto for education2011In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 9, no 5, p. 540-547Article in journal (Refereed)
    Abstract [en]

    In November 2010 the authors finished the writing of a manifesto for education. The manifesto was an attempt to respond to a number of issues concerning education, both in the field of educational research and in the wider socio-political environment. This is the text of that manifesto followed by two commentaries in which the authors try to highlight some of the reasons that have led to the writing of the manifesto, and in which an attempt is made to situate the manifesto in a number of discussions and debates.

  • 304.
    Biesta, Gert J.
    et al.
    University of Luxenbourg.
    Säfström, Carl Anders
    Mälardalens högskola.
    A Manifesto for Education: A Critical Discussion2012Conference paper (Refereed)
  • 305.
    Birksjö, David
    Södertörn University, School of Social Sciences, Business Studies.
    Undervisningsdebuten – som man frågar gråter svaren2014In: Att lära en företagsekonom att tänka / [ed] Jonna Hjertström Lappalainen, Ann-Sofie Köping Olsson & Tommy Larsson Segerlind, Huddinge: Södertörns högskola , 2014, p. 57-69Chapter in book (Other academic)
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    Undervisningsdebuten – som man frågar gråter svaren
  • 306. Bisovsky, Gerhard
    et al.
    Bourgeois, EtienneBron Jr, MichalSödertörn University, Södertörn University Library.Chivers, GeoffLarsson, Staffan
    Adult Learning and Social Participation1998Collection (editor) (Refereed)
  • 307.
    Bisse, Rebecca
    Södertörn University, School of Culture and Education, Teacher Education.
    Genus och jämställdhet: En kvalitativ studie om fyra pedagogers arbete med genus och jämställdhet på förskolan2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to find out how the four teachers at the two preschools believe they are working with gender and how they actually work with it in practice. It also aims to show how they treat the children at the preschool based on their gender.

    • What is the preschool teachers view on gender and equality?
    • How do they consider that they work with gender and gender equality, and how do they really work with it in practice?

    The study is based on a qualitative study were I chose to both interview and observe four preschool teachers from two different preschools. My theoretical starting point is Yvonne Hirdmans theory of gender and also research on gender equality. The results show that the majority of respondents believed that gender and gender equality means almost the same thing or have the same meaning. They could not explain the concepts further. It also showed that the majority of informants are working for equality more than gender, when they emphasizes that the individual should be placed in the center and that it should be based on individual rights, regardless of gender.

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    Genus och jämställdhet
  • 308.
    Bjerstedt, Kristin
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Är det ens möjligt?: En essä om lika villkor i förskolan.2017Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    This essay starts with a story about the children Anna and Martin. The story depicts how children can end up in different contexts and provide different conditions in the same preschool depending on what child perspective and ability to adhere to the individual child's needs as the work team and the leading preschool teacher. This difference is highlighted and discussed from an equality perspective that emerges in three research questions: How do the principal and preschoolers interpret the concept of equivalent conditions? How do the principal and the various preschool organizations work to create kindergartens that work for the best of the children and for equal conditions for the children? How do preschool teachers work with this issue in the business?

    A minor qualitative study has been conducted through interviews with a representative from the principal (municipality), a preschool manager, and two preschool teachers. The purpose has been to seek answers to these questions as well as to give a perspective on the story of Anna and Martin.

    After reflection and analysis of the informants' responses and by studying what current research says on the subject, it has been found that equivalent terms are a term that contains many factors. This includes skills, education, and financial resources. A key factor that clearly shows that children are offered equal terms is the ability of the teacher to apply practical knowledge. The pedagogue must be able to establish close relationships with the child and respond to the needs of the child. A skill that some have more of than others.

    However, the social debate and the informants answer that in the development work at preschools, this issue is not prioritized. Instead, the focus is on an increased requirement for learning goals in traditional subjects. The concept of conceptualization is lifted due to the increased demand for learning and the question of what knowledge is essential to lead a rich life. Can there be other values that are more important as the technology society offers tools that make some subjects unnecessary?

    An analysis based on Bronfenbrenner's ecological system theory shows that the debate about increased learning brings impact from social debate and trends to the activities where it meets the child. However, the impact is perceived to be greater from trend to government and from government to principal but weakened as it comes to preschools and educators in the business. A clearer goal picture and training and support efforts are demanded for both active educators and preschool leaders, but also a salutogenic approach, instead of focusing on shortcomings, building on what's positive and creating upward energy spirals. Networking and educational guidance are seen as effective tools for development processes and the focus should be on supporting the development of educators' relationship-building abilities as well as how the children's individual needs are met.

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  • 309.
    Bjurvald, Ida
    Södertörn University, Lärarutbildningen.
    Den lärande gruppen: Om reflektion i förskolan2011Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Scheduled time for reflective work is common at many Swedish preschools. Reflection is a complex concept that is being used with many different purposes in preschools. The reflective work in Swedish preschools today has its roots in the theories from Vygotskij about how children learn by watching and cooperating with others. Also, many Swedish preschools have taken inspiration from the preschools in Reggio Emilia in Italy, who see the reflective work as something necessary in their work around children’s learning processes. “The learning group” is a way of seeing children and adults as members of groups who capture knowledge by social interaction, taken from the preschools in Reggio Emilia. In 1998, Swedish preschools got their first curriculum, which also took inspiration from Vygotskij and his visions of children’s learning.

    The aim of this study is to find out how reflective work can be done at some Swedish preschools, and also to investigate a group of teacher’s thoughts on reflective work. The issues in my study are:

    • What meaning can lie in the concept of reflection in preschools?
    • In what situations can teachers and children in preschools use reflection?
    • What can be the purpose of this reflection?

    To answer these questions, I did interviews with teachers and observations of meetings and of the work that was being done with the children. The result shows that the term of reflection is ambiguous and is being used with different interpretations in the preschools I have studied. Reflection is for instance retelling events, solving problems, cooperating and curiosity. Teachers and children use reflection in various situations everyday, both at planned and spontaneous activities. The purpose of the reflection at the preschools I have visited was for instance to find a focus in working with the children, to know how to move on and to get deeper into what you do.

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  • 310.
    Bjuvgård, Matilda
    et al.
    Södertörn University, Teacher Education.
    Landin, Anna
    Södertörn University, Teacher Education.
    "Hur ser en skoldag ut för dig?": En kvalitativ intervjustudie kring fritidslärarens samverkansuppdrag2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The background of the essay as well as the previous research on our subject revealed leisure time teachers collaboration assignment as unclear. This is in agreement with our previous experiences from our operational training (VFU) and workplaces. The purpose of the study was therefore to investigate which assignment in the form of a leadership role, tasks and use of skills that leisure teachers describe to have during the school day.

    We also examined which factors influenced their work during the school day. We chose to conduct qualitative interviews with six informants. All informants had a basic teacher education for the leisure center. In order to highlight the characteristics of the leisure teacher’s professional identity, the theoretical starting point was social identity theory - which highlights identity creation based on group membership.

    The result showed that leisure time teachers described their work during the school day in relation to the class teacher’s assignment description. Contributing factors were, for example, valuation of skills, unclear job descriptions and resource shortages, all of which affected their work during the school day. Based on this, we saw in the discussion a connection between our results and the previous research.

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    "Hur ser en skoldag ut för dig?"
  • 311.
    Björck, Emelie
    Södertörn University, Teacher Education.
    "...där Adam betyder människa och Eva livgivande eller kvinna": En genus- och jämställdhetsanalys om hur kvinnor och män framställs i religionerna judendom och islam i religionskunskapsböcker för mellanstadiet2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to with a gender perspective examine how often men and women are mentioned and how they are being portrayed in the religions Islam and Judaism in textbooks made for religious studies. To examine this a quantitative and a qualitative content analysis on three textbooks have been made and the following questions have been answered. How often are men and women being mentioned in the chapters about Islam and Judaism? Can the distribution be seen as even/equal between the genders? And how are women and men being portrayed in the chapters? Are they being portrayed and talked about in an equal way?

    Earlier studies have shown that it’s mostly men that are being mentioned and written about in both religious history and in textbooks made for religious studies. The religious texts are being interpreted by men and also written by and for men. This makes the man a kind of prototype for the religious person while the women have been and partly still is invisible in these contexts.

    The study concludes that men are being mentioned more often than women in the textbooks, which doesn’t compare with the goals set for a quantitative gender equality. It also concludes that the men are being portrayed as the active religious man while the women is being positioned beside the men, which makes the female religious practice partly invisible. To position the women beside the men is also to give them a subordinate and an outmoded role. 

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  • 312.
    Björck, Emelie
    Södertörn University, Teacher Education.
    Läs texten och svara sedan på frågorna: en innhållsanalys av läsförståelseböcker och tillhörande uppgifter för årskurs 42018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Reading is not just about decoding letters correctly but also to understand what you are reading. With a broadened view on the reading and writing development which includes the four literacy practices: the reader as a code breaker, text participant, text user and text analyst, this study’s purpose is to examine how educational books made for reading comprehension are designed, and which of the four literacy practices named above are represented in the books. To examine this a quantitative and qualitative content analysis on three textbooks and associated assignments have been made, and the following questions answered. How are the books designed and which kind of assignments are in them? Which literacy practices can be found in the books and which of these are given most room? Can the four practices be said to interact?

     

    Earlier studies have shown that educational textbooks often direct the content of the teaching and are often seen as a guarantee that the content in the curriculum is brought up. Other studies have shown the importance of different components and literacy practices presence when teaching in reading comprehension. The study concludes that all of the analysed books are designed in similar ways with a design consisting of tasks to be done before reading the text and tasks and questions to be answered after reading. The study also concludes that the literacy practice which is given most room in the books are the practice called text participant and primarily in the form of tasks that consist of questions about the text for the pupils to answer.

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  • 313.
    Björck Meltzer, Eva
    et al.
    Södertörn University, Teacher Education. 2003.
    Karlsson, Linda
    Södertörn University, Teacher Education.
    Böcker som en del av ett förbrukningsmaterial: Förutsättningar för de yngsta barnens litteracitet i förskolan2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    From the point of departure of a literacy perspective the aim of this study is to, examine how preschool teachers form and stage a learning environment that facilitates the language development of preschool children. The focus of our study is to explore how preschool teachers stress the importance of the learning environment when it comes to furthering language development and to examine the literacy events staged by preschool teachers. Our study is based on qualitative interviews with four preschool teachers working in different areas of Stockholm. One of the preschools participate in a language project. The other preschools are without alignment. We have also carried out observations in preschool environments, in order to examine the possibilities for preschool children to develop their language skills. To analyse our results we have used a literacy perspective where literacyevent is a central concept. The result of our study demonstrates that preschool teachers create possibilities for preschool children to become familiar with language in many different ways. Specifically prominent is bookreading, narrative, signs and symbols. The preschool which took part in a language projekt differed from the other as this preschool worked more consciously with books and narrative to support childrens literacy competense. The environment of this preschool also stands out from the other preschools whereby the promotion of language can be observed in all parts of the environment. It was shown both in the placement of the books and in how the preschool teachers talked about the importance of the books. The result of our study shows that all preschool teachers are very conscious of how childrens language can be promoted. However, the results also brings to light that not all teachers are as conscious of this when it comes to how to promote writing in the youngest children in the preschool. The results of our interviews reveal that preschool teachers consciously work in many different ways to promote language development for preschoolers from a literacy perspective. They are, however, not aware of the term literacy in relation to written language.

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  • 314.
    Björk, Harald
    Södertörn University, Teacher Education.
    Musik som uttrycksform och kommunikationsmedel i institutionen grundskola: En analys av lärare och elevers tal om musikundervisning för årskurs 4-62016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    The purpose of the bachelor thesis Music as a form of expression and communication in the Department of Primary School - an analysis of teachers and students talk about music education for grades 4-6, is to examine how the aim “to provide students with opportunities to acquire music as a form of expression and means of communication” written in the curriculum for the compulsory school is expressed in the actual the actual music education for grades 4-6.

    The result of the survey is that the actual teaching focuses on preparing artisanal skills such as play technical qualities, music theory and history. The curriculum core content for different grades have a dominant influence in linguistically pronounced distinctions of what music education is, and should be which control the actual music teaching content. The core content for grades 4-6 does not include practical creativity and expression but focus on the defined preparatory artisanal skills.

    I have in my collection of empirical data used literature studies, qualitative semi-structured interviews and focus group discussions. I have structured my material on the basis of a methodology taken in theory of critical discourse and cultural psychology and analyzed this from a sociocultural perspective. Theoretical approaches have also been theory of power in the relationship, children and adults as well as theory in the roots of the philosophy of art.

     

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  • 315.
    Björk, Maria
    Södertörn University College, Lärarutbildningen.
    Bilingual Intercultural Education in Peru: Opportunities and Challenges2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Offering basic education is the greatest investment the world can make in its future. Basic education improves live opportunity for people and also give them a chance to form a better life for them selves. Too many of Peru’s inhabitants live in extreme poverty and education could help the country improve this situation. In addition, in the rural areas of Peru a lot of people speak another language than Spanish as their mother tongue. The purpose of this thesis is to get a more profound knowledge about matters concerning Bilingual Intercultural Education in Peru.

    The research question has been what issues can be found, involving EBI education in Peru; opportunities and challenges? I have researched this through interviews with people working in the rural areas combined with a literature study. I visited schools in the area of Cusco and Anchonga. In Cusco the school did not have EBI education and in Anchonga the visited school did have. Some of the findings made are that it is important for the people involved such as parents, principals and teachers to be supportive of EBI education to make it work. It is also a challenge to find teachers who know the method and are bilingual. Many schools are in addition dependent of support from non-governmental organizations, which are an opportunity and a challenge. Important is also to make some teachers and parents believe that EBI education is not against the social development of the country.

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    FULLTEXT01
  • 316.
    Björk, Oscar
    Södertörn University, School of Culture and Education, Teacher Education.
    Där skollagen slutar tar förståelsen vid: En undersökning av referenter i skollagen och hur de förstås av tolkande lärare i gymnasiet2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay consists of a heuristic analysis of referents in the Swedish educational act, leaning on the methodological guidelines of discourse analysis. The overall aim of the essay has been to analyse in what way language in the educational act works as guidelines and law in relation to teachers’ work. To correspond to this aim an openly structured questionnaire has been used, providing an empirical view of how teachers understand certain words, or referents, in the educational act. This empirical data has then been shaped to a spectrum view of the definitions of the referents showing a number of deductable facts, including the significance of the apparent use of institutional and professional language, which then have been viewed from two theoretical perspectives. The theories are a structuralist one represented by Ferdinand de Saussure and Claude Lévi-Strauss, and a sociolinguistic one represented by Michel Foucault and Norman Fairclough. The theoretical analysis is based on three stages of the constitution of meaning in the communication between the educational act and the interpreting teachers. Four questions has guided the analyses and reads as follows: Which referents are used in the educational act to describe the purpose and forming of the education for the students?; How are said referents interpreted by active teachers?; Which are the gains of the understandings provided by the theoretical perspectives of the analysis of referents in relation to the empirical enquiry?; How are the referents to be understood functioning as imperative law regarding the teacher and its practice?

    The main conclusion of the essay is that depending on our theoretical understanding of language, the function of the Swedish educational act as imperative law with a clear relationship between vision and reality is questionable. Therefor it is important to acknowledge the need for guidelines in teachers’ interpretation of the law, better ensuring consensus in how central values of the school corresponds in practice. 

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    Björk, Oscar, Där skollagen slutar tar förståelsen vid: En undersökning av referenter i skollagen och hur de förstås av tolkande lärare i gymnasiet
  • 317.
    Björk Thorsell, Pernilla
    Södertörn University, Lärarutbildningen.
    Surfplattan i förskolan: En studie av pedagogers attityder2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    As background for this study stands the debate and discussion in the society around the tablet as a pedagogical tool in preschool. The purpose of this study is to obtain and analyze 69 preschool teachers’ opinions about the tablet’s introduction and use in preschool. The study also investigates the preschool teachers’ opinions about their mission for multimedia and technology in the preschool curriculum, Lpfö 98, reviderad 2010. The study is executed in the form of a survey. Questions at issue:

    • How experienced are preschool teachers with the tablet?
    • What is the preschool teachers’ opinion about the tablets usability and function in preschool?
    • How important is multimedia tools such as tablets in preschool in the preschool teachers’ view?
    • Which view do preschool teachers have on their own role and mission to offer and encourage children to explore and use contemporary technology?

    My analysis of the survey result shows that preschool teachers have basic level knowledge of the tablet and the technology. The preschool teachers’ experience in using tablets varies from no use to daily usage. The majority of the preschool teachers do not use tablets at home or at work. In spite of this, the preschool teachers are mainly positive about tablet usability in preschool. Most of the preschool teachers consider the tablet as having a wide range of usability or as being useful in pedagogical situations in preschool. Many of the preschool teachers believe it is important or rather important that technology such as the tablet is prioritized as a pedagogical tool in preschool.

    Most of the preschool teachers consider the aims and objectives in Lpfö 98, reviderad 2010 to be both satisfactory and challenging. From the survey it appears, for example, that preschool teachers think it is important for the preschool and the preschool teachers to develop in line with society. The preschool teachers also mention it is important to offer every child an opportunity to explore and use contemporary technology. Additionally, the preschool teachers mention that financial means as well as further education is needed to help increase their possibilities of fulfilling the aims and objectives in the curriculum.

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  • 318.
    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.

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  • 319.
    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
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  • 320.
    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.

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    Intersubjektivitet och prestigelöshet – intentionalitet och oförutsägbarhet
  • 321.
    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.

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  • 322.
    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. 

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  • 323.
    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.

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  • 324.
    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. 

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  • 325.
    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.

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  • 326.
    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.

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  • 327.
    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.

     

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    Matte på burk
  • 328.
    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.

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  • 329.
    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.

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  • 330.
    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.

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  • 331.
    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.

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  • 332.
    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.

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  • 333.
    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.

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    Arbetslag i skolan
  • 334.
    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.

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    "Med bilden i fokus"
  • 335.
    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.

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  • 336.
    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
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  • 337.
    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.

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    FULLTEXT01
  • 338.
    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.

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    IKT för elever med ADHD
  • 339.
    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)
  • 340. 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.

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    Dilemman i förhörsledarrollen
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    presentationsbild
  • 341.
    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.

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  • 342.
    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.

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    fulltext
  • 343.
    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.

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    fulltext
  • 344.
    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. 

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    Engagerad i barns bästa, nu och framöver - Reflektioner kring ett hållbart arbets- och förhållningssätt i förskolan
  • 345.
    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.

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    Petra Blomqvist C-uppsats Vt 2011
  • 346.
    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
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    FULLTEXT01
  • 347.
    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.

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    fulltext
  • 348.
    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.

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    fulltext
  • 349.
    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)
  • 350.
    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)
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    Estetiska lärprocesser i skola och lärarutbildning
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