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  • 351.
    Hede, Thomas
    Södertörns högskola, Lärarutbildningen.
    Psykosocial skolmiljö: En kvantitativ undersökning på en gymnasieskola2007Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

    Here is presented the result and discussion of a survey concerning the psychosocial environment in a school in the vicinity of Stockholm. The theoretical background of this study was the model of demand-control by Theorell, and various aspects of stress by Frankenhauser and Ödman. The survey was constituted of an inquiry form which was handed out to six different classes at the school. A total of 86 students filled in the form, and their answers were treated with standard statistical procedures to reveal the results. The inquiry form was made up by five parts; one that concerned the background of the respondent, one that reflected the psychosocial health and stress level and three parts that concerned discrimination, victimization and school democracy. Among the results was that female students was highly affected by stress related psychosocial disorder, and that they probably in some sense were able to cope with it because of good relations to friends. Another result of the study was that students with different cultural backgrounds had the same psychosocial health conditions as those with Swedish cultural background, and they were not seemingly affected by discrimination. These results, as well as the others in this study, are of course part of a very complex context and no certain conclusions can be drawn.

  • 352.
    Hedlund, Fredrik
    et al.
    Södertörns högskola, Lärarutbildningen.
    Ahlqvist, Mattias
    Södertörns högskola, Lärarutbildningen.
    Den enda rätta demokratin: en idéanalys av gymnasielitteratur och dess beskrivning av demokratibegreppet2007Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

    The right kind of democracy – an ideology analysis of school literatures description of the term democracy.

    Writers: Fredrik Hedlund & Mattias Ahlqvist

    Democracy is today a word and a concept that in many ways is taken for granted and almost never is reflected on. The concept democracy is also considered as an essential issue in the swedish school system, both regarding the way the education should be managed and also as a part of the students democratic schooling – all according to the comprehensive document Läroplanen för de frivilliga skolformerna (Lpf94).

    The main purpose of this paper is to investigate how swedish literature in political and social science talks about and looks upon democracy – what do the books say it means?

    The materials we have chosen for this report are the books Zigma and Forum. As metod we are using a textual ideology analysis in which we have created three dimensions – meaning/associations, criticism of democracy, and demos/citizenship. The dimensions are designed to fit our critical point of wiew regarding how democracy is looked upon in school literature today.

    Our results have shown that both books gives the same meaning and significance to the word, that no one of the books lifts forth any serious criticism of democracy and that no one of the books is trying to discuss nor question the word demos/citizenship.

    Key words: democracy, criticism, demos/citizenship, rights and obligations.

  • 353.
    Hedman, Linnea
    Södertörns högskola, Lärarutbildningen.
    "Jag kanske ser på speldata, kanske jag ser nån fint på youtube som jag gör": en studie om barns föreställningar om lärande2011Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this study is to find out what children think they learn of taking part in activities organized by the school. I started my study by summarize three essays about informal learning. The results are based on three interviews of totally six children in the age of nine at a school in Stockholm. I interviewed the children using a semi structured method and asked them what activities they prefer to do after school and what they think they learn there, and from their friends. The results emanating from essays which were investigating similar topic.

  • 354.
    Heed, Linn
    Södertörns högskola, Lärarutbildningen.
    Idiot, hora, bögjävel!: en kvalitativ studie om verbala kränkningar bland mellanstadieelever2009Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This study describes how verbal abuse is used in schools and how it affects students. As a  result of the study is a questionnaire which was distributed to 153 students at two schools in a small town in southern Sweden. Students who participated in the study were in grades 3-6 and were between 9 and 13 years old. I asked students 13 questions, which dealt with verbal abuse, some of them were check questions and some were issues that required a longer response.

    The results of the survey show that 108 students of 153 have ever felt verbally abused at school, slightly more girls than boys. Usually they say they have been verbally abused by their own sex and then with words like boys are more frequently offended by words of a sexual nature, whereas girls more often are offended by words that violate their appearance.

    The students who feel aggrieved are shown to be those students who violate others. Students believe they have the right to give back. A relatively large number of students believe that those who want to violate the do it because it's fun. The so called joke-discourse, in which verbal abuse is dismissed with that it´s only jokes or just something that "slipped out" by mistake, have got a place even in middle school. It turns out that about one third of the surveyed students carry a fear of being called something offensive when they are in school. It appears that verbal abuse is a problem very much exists in schools and used in equal proportion of both boys and girls to create a kind of power structure between the sexes but also within their own sex.

  • 355.
    Heier, Agnieszka
    Södertörns högskola, Lärarutbildningen.
    Förskolevärldar i Polen och Sverige: Lika eller olika?2009Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This report describes a comparative study of the current pre-school curricula in Sweden and Poland and their practical application on a pre-school situated in each of the respective countries. The objective is to analyze and compare the curricular content in terms of knowledge development and to investigate how each curriculum is made visible in a practical context with the intention of uncovering differences between the pre-schools. The theoretical base of this study is rooted in the framework factor theory and the epistemological foundations of Vygotskij and Piaget.

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

    The frame factors that were considered in the investigation of the scopes of practice are planning, division of work, density of personnel, group structures, preferred way to work and judgment.

    The conclusion is that these factors also proved to be very diverse in the two pre-schools.   The curriculums and pre-scholar scopes of practice were clearly based on different epistemological traditions. Although the conclusion is not entirely univocal, the investigation indicates that the Polish pre-school is strongly influenced by Piaget, while its Swedish counterpart is influenced by Vygotskij. 

  • 356.
    Heikkinen, Leila
    Södertörns högskola, Lärarutbildningen.
    Laglig rätt men på olika sätt2011Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    I have investigated how municipalities support children with ADHD. I have interviewed persons responsible in five different municipalities. The persons have had the authority to decide how the support funds are to be shared in the municipality. Mostly I was interested to know if the support was the same in all these municipalities and if the children with ADHD really got the help and support they were entitled to. I discovered that the support varied; in some the children were correctly diagnosed but in others municipalities I was not convince. It became obvious that all municipalities were aware of that children with "messy" behaviour ought to get special professional support. They agreed that the support ought to consist of encoring and strengthening the child’s positive abilities. As well as that the child’s self-confidence ought to be encouraged and situations with a lot of stress, anticipation and changes ought to be avoided. I have working experience of preschool child groups and of children in need of special support and this have given me an extra motivation to research and to learn to know more.

  • 357.
    Hellberg, Marie
    Södertörns högskola, Lärarutbildningen.
    Vilket matematiskt material finns i den fria leken på förskola: vad väljer pojke respektive flicka2011Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 358.
    Hellenberg, Johanna
    Södertörns högskola, Lärarutbildningen.
    ”Education is for life, not just for school”: En jämförande studie om läs- och skrivutveckling i Gambia och Sverige2011Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This report describes a comparative study about reading- and writing development in “A-towns school” in The Gambia and in “Villaskolan” in Sweden.

    The purpose of this study is to compare two teachers in Sweden with two teachers and two volunteers from the school in Gambia, with focus on their thoughts and methods on teaching reading and writing at each school and in their social context. The aim is also to observe and describe how classroom environment at both schools can encourage students to read and write.

    The theoretical base of this study is rooted in a sociocultural perspective but I have also chosen to illuminate behaviorism and cognitivism. The study is qualitative and the main research methods are interviews and observations of the classrooms.

    My conclusions are, even though considerable differences in approach and conditions, teachers in both schools work hard and show dedication towards their students.

    Another finding is that teachers use different techniques and working methods to achieve the same goal -to teach their students to read and write based on what is required of them in their cultural and social context. The different ways of teaching have been caused by the existence of different perceived needs based on culture and tradition.

    One conclusion is also that read and write requirements for students in the Gambia and Sweden are different from each other. In Sweden there is clearly a higher demand for more advanced reading - and writing skills while one person in the Gambia is perceived to be able to read and write if he/she can handle basic administrative tasks.

  • 359.
    Henriksdotter, Emelie
    et al.
    Södertörns högskola, Lärarutbildningen.
    Häggblom, EvaKarin
    Södertörns högskola, Lärarutbildningen.
    En skola för alla?: En undersökning om hur sex olika kommuner arbetar med utbildning för nyanlända elever2008Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

     

    The Swedish school of today reflect the society we live in. We live in a multi cultural society and in our schools there are pupils with different backgrounds, cultures and mother tongue, which make it necessary for every teacher to treat every single pupil’s need and condition. The education in Sweden must be equivalent, according to Skollagen, 1 kap. 2§. But it has shown that the education for newly arrived pupils is organised differently in Sweden. Not until the fall 2008 it has existed guidelines for the municipalities and schools, how to organise the education. These guidelines are called Allmänna råd för utbildning av nyanlända elever.

    The aim of this thesis was to examine how six different municipalities in the area of Stockholm organize education for newly arrived pupils with foreign extraction. Even if we knew from earlier reports that the education for newly arrived pupils is organised differently between the municipalities in Sweden, we still found it interesting to compare the situation in a restricted area as Stockholm. Another aim of this thesis was to examine how the different municipalities organise the education for these pupils in relation to Skolverkets Allmänna råd för utbildning av nyanlända elever and what attitudes the municipalities show towards these advises.

    Through our analysis we have reached the conclusion that depending on which municipality the newly arrived pupil comes to the education is organised differently. Some pupils will start in preparation classes, others will be placed directly in an “ordinary” class. Consequently the education in the examined municipalities is not equivalent. 

     

  • 360.
    Herdy, Anna
    Södertörns högskola, Lärarutbildningen.
    Från 7-Eleven till vegetarisk KRAV-märkt buffé: Den förändrade organisationen av skolmåltider och dess relation till skolornas symboliska tillgångar2011Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this study is to examine how school meals are organized in a selection of Stockholm's secondary schools and to examine the relationship between school meals and the different parameters that indicate each school's symbolic capital and educational capital. By looking at the statistics from each school on the basis of the final grade average, percentage of pupils with foreign background and gender, I examine whether it is possible to see a relationship between how schools organize meals and which pupils attend the school.  In my study, I systematically went through each school's website and tried to identify how school meals at each school are organized. To increase the validity of the study, I have also conducted a questionnaire survey by mail addressed to school principals.   In order to analyse and understand my results and put them in relation to my current knowledge about the schools in my sample, I am using Bourdieu's theoretical tools that a given aid, both in methodological and analytical purpose. Based on Bourdieu's theories of symbolic capital, cultural capital and educational capital, I can understand and analyse school meals are organized and focused as part of schools' symbolic assets in competition with other schools.   The first part of the study shows that there are four different organizational models for school meals, fully equipped kitchen and canteen, heating kitchen and canteen, school meals in restaurants and school meal card.    In the second part, I have examined the relationship between the type of organization for school meals used and the symbolic resources available at the school. I can conclude from the results that it is difficult to find a correlation between the symbolic resources and the different categories. But even though it is not possible to see all the schools' symbolic assets equally clear, there are still some very telling examples. In many ways, these examples can be seen as polar opposites to each other based on Mikael Palme’s concepts ”goal rational” and ”education oriented” schools.

  • 361.
    Herdy, Anna
    Södertörns högskola, Lärarutbildningen.
    Hej Litteraturen!: En studie av ett läromedel i litteraturhistoria ur ett genusperspektiv2011Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syftet med denna studie är att ur ett genusperspektiv granska Utbildningsradions programserie Hej Litteraturen! mot bakgrund av den feministiska litteraturforskning som bedrivits under de tjugo senaste åren.  Jag vill undersöka om forskningen har haft någon inverkan på ett nutida läromedel i frågan om hur mycket utrymme som ges till män respektive kvinnor och vilka kvinnor som ingår i kanon. Hej Litteraturen! är ett TV-program avsett för gymnasieskolans litteraturhistoriska undervisning och är producerat 2010.

    Genom att göra en innehållsanalys där jag delar upp undersökningen i en kvantitativ och en kvalitativ del, har jag undersökt vilket faktiskt utrymme i tid och omnämnanden som ges de kvinnliga författarna och hur de presenteras. I denna analys har jag använt Hirdmans teori om genussystemets två principer som utgångspunkt.

    Resultatet visar att de kvinnliga författarna får 37 procent av det totala omnämnandeutrymmet och 42 procent av tidsutrymmet. I programmet har man försökt beskriva manliga och kvinnliga författare likvärdigt och ger dem tyngd och relevans i avsnitten på ett likvärdigt sätt.

    Slutsatsen blir att Hej Litteraturen! är ett läromedel som tagit till sig delar av den kritik som funnits mot litteraturhistoriska översiktsverk i allmänhet och litteraturhistoriska läromedel i synnerhet. Man har arbetat med genusaspekter i programmet och genom att låta nutida författare medverka som referenspunkter för litteraturhistorien i samtiden, bidrar man inte bara till att förnya kanon, utan väger också upp den dominans av manliga författare som finns i litteraturhistorien.

  • 362.
    Hermansson, Anette
    Södertörns högskola, Lärarutbildningen.
    Vill du ha de röda eller de blå vantarna?2012Självständigt arbete på grundnivå (högskoleexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    In this experience-based essay, I give examples of events that take place during a typical day at preschool. By highlighting these everyday events, I discuss around the parental role and its importance for children and child development. I apply a historical review when it comes to views on children and child rearing, and reflect on different approaches that we have towards the children. In the discussion, I reflect on the Childs need for boundaries, and thereby try to understand why we act differently in this respect. To gain more knowledge and understanding of the events I have taken help from theories in literature and from my own practical knowledge. In this essay, I wish to highlight the question whether the children really have the necessary conditions and maturity for all the choices they may face during a typical day at home and at preschool. I also describe the dilemma of how teachers relate ethically and morally right in the daily meeting we have with children and their parents.

     

  • 363.
    Hernandez, Karolina
    Södertörns högskola, Lärarutbildningen.
    En kvalitativ studie om förskollärares förhållningssätt till barnen och kunskapande: En jämförande studie mellan en Reggio Emilia förskola och en traditionell förskola2011Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this study is to determine which approach preschool teachers from a Reggio Emilia inspired preschool and a traditional preschool have on children, knowledge, learning and their own role in children’s learning. The two pedagogical approaches have different basic visions; Reggio Emilia follows the thoughts of Lori Malaguzzi and the traditional preschool follows the Swedish curriculum Lpfö 98. The main research questions asked were:

    • What view on children, learning and knowledge does the preschool teacher from a Reggio Emilia inspired preschool have in comparison with a traditional preschool?
    • Which role does the teacher believe that they should take regarding children’s learning?
    • What differences and similarities can be identified in the teachers' perceptions?

    To carry out this study, I used a qualitative research method. I interviewed four preschool teachers, two from a Reggio Emilia inspired preschool and two from a traditionally operated preschool. The teachers’ approaches have been analyzed by a social constructionist view on the child, knowledge building, learning and the teacher's role. Dewey, Vygotskij and Freinet are the main theoreticians of the view on children and knowledge. Meanwhile modern researchers account for the theory regarding the role of teachers and the educational environment.

    The result of the study showed that all teachers had the same approach regarding children, knowledge, learning and their own role. My conclusion is that teachers' attitude permeates all activities and that it affects children's learning in the end. Although the pre-schools were conducted with different pedagogical approaches, this study revealed that there were no differences in teachers' ways of looking at the children, knowledge, learning and their own role in children’s learning.

  • 364.
    Herre, Christine
    Södertörns högskola, Lärarutbildningen.
    Svikna löften?: Fem unga män på en anstalt i Sverige och deras upplevelse av sin egen skolgång.2007Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

    This study is about inmates, who reflect upon their time in school, their experiences of school and how different things have influenced and affect them later in life. The aim with this study is to examine how different kinds of school related issues have affected the inmates in different ways. The aim is also to look at how school can spot in early years, children within the danger zone and provide for those children, so that they can be helped in different ways and so that they can be able to achieve different in life, not to end up becoming criminals later in life.

    The main questions in this study are:

    How did the chosen inmates experience their time in school?

    Can you by looking at research tell that these persons already in their childhood were children within the danger zone?

    What kind of school related issues could have contributed to a criminal lifestyle later in life?

    The result of this study shows that all five have been children within the danger zone. In all five cases there have been school related issues that have affected those men. Issues such as; truancy, bullying, school defection, difficulties of concentrating and reading- and writing disorders. Issues which are to be seen as issues that could lead to a criminal lifestyle later in life.

  • 365.
    Hessing, Johan
    Södertörns högskola, Lärarutbildningen.
    Fritidshemmens verksamhet utifrån barnens och pedagogernas perspektiv2012Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    With some help of a few interviews, with children, and some staff members, in two different schools, I hope to answer the question: if the picture of the operation, that the children and the staff are having, has some similarities, and I will try to compare these pictures with what some legal documents such as Lgr 11 and Kvalitet I Fritidshem is saying about daycare opera-tions? To be able to run a successful daycare center, is never an easy thing. The key to success is to make parties, like the staff, children and their parents to feel happiness, when it comes to things around and about the daycare center. The result shows that both the children and the staff are expressing a frustration around the daycare operation, because they feel that there being wrongly answered, by a higher authority. The children are frustrated of how the staff is answering them about different things and the staff is frustrated about how the headmasters are answering them. The staff has some improvements to do, when it comes to their commu-nication between them, about their answering of the children. It is obvious that the pictures that the staff is having of the operation, doesn’t always match the pictures that the children have of the same reality.

  • 366.
    Hiertner, Camilla
    et al.
    Södertörns högskola, Lärarutbildningen.
    Forslund, Linnea
    Södertörns högskola, Lärarutbildningen.
    Självförtroende i matematik2006Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [sv]

    Vårt syfte med den här uppsatsen har varit att göra en litteraturstudie kombinerat med våra egna tankar och idéer om självförtroende i matematik. Vi har i sammanställningen av forskningen i huvudsak koncentrerat oss på svensk forskning.

    Det har visat sig att svagt självförtroende i matematik påverkar resultaten i matematik negativt. Faktorer som upprepade misslyckanden, ogynnsam undervisning och föräldrar med negativ inställning till matematik har visat sig ha en negativ påverkan på självförtroendet i matematik. Elever som kommer från hem med arbetare och småföretagare har visat sig ha sämre självförtroende i matematik än elever som kommer från hem med högre tjänstemän och storföretagare. Det har även visat sig att flickor har sämre självförtroende i matematik än pojkar. Förklaringar som vi funnit till det är samhällets könsföreställningar om ämnet matematik, flickors sätt att hantera misslyckanden samt att undervisningen i matematik favoriserar pojkarna.

    Trots att inga forskare direkt har fokuserat på metoder angående självförtroende i matematik, har vi funnit ett flertal metoder i litteraturen som kan stärka en elevs självförtroende i matematik. Vissa metoder handlar om attityder och förståelse i klassrummet. Det finns även didaktiska metoder som handlar om att ändra undervisningsmetoder eller föräldrars attityd till matematik.

  • 367.
    Hillbom, Mattias
    Södertörns högskola, Lärarutbildningen.
    Fritidshemmets betydelse för barnets sociala utveckling: utifrån ett värdepedagogiskt vuxenperspektiv2012Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of my study was to find out how staff in after-school activities thinks they work with norms and values, we may call this values education, and how this in turn may influence children's norms and values. By extension, how children are socialized with each other and develop socially. In my research, I have interviewed five of the after-school activities staff who work with children aged 6-9 years at a school in the neighbourhood Rinkeby-Kista in northwestern Stockholm.The results show that after-school activity according to the staff can play a very important and sometimes crucial role in children's social development. Staff believes that if they do not learn the social rules by participating in playing and games in early childhood, when growing up they are outside and cannot participate. By their pedagogical approaches, in terms of values and norms, the adults in after-school activities can help children to become socialized into a community of solidarity and eventually as adults become responsible citizens able to function and participate in society.

  • 368.
    Hirschfeldt, Magnus
    Södertörns högskola, Lärarutbildningen.
    "Dom som är tysta och vi andra": Elevers sociala relationer och grupperingar på en högstadieskola i Stockholm2006Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

    Recent research in classrooms has often had its focus on the pupil, the individual, and not on the different groups of students that exist. In a classroom there are normally several different groupings, each one having its own personal attitude towards the current lesson. If there had been more research we would find it easier to understand why pupils sometimes behave the way they do.

    The purpose of this essay is to analyze how pupils` social relations create groupings. Furthermore I intend to investigate how and why pupils show their belonging to a certain group.

    The two questions of the essay are:

    1. How pupils’ social relations appear in a classroom?

    2. What strategies do the pupils use to indicate their belonging to a grouping?

    My final conclusion is that the pupils’ social relations appear in groupings, in which a certain standard dominates how the pupil should behave during a lesson. The members of a group use the same strategies to show their group belonging. For example, it can be different attitudes to the teacher’s lesson that mark a grouping.

  • 369.
    Hjelm, Johanna
    Södertörns högskola, Lärarutbildningen.
    De talar av erfarenhet: uppfattningar om begreppen demokrati och diktatur hos vuxenelever med utländsk bakgrund2010Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    I have in this study examined, through qualitative interviews, how adults with foreign background that are pupils in adult education in Sweden, understand the concepts democracy and dictatorship. Their expressed understandings have been compared with their former life experiences as well as with the aim of the social studies to create a qualitative understanding of essential social concepts. My starting point is theories about the adult in leaning processes. It has been assumed that the adult interprets the world much through former life experiences. I have also relied on the idea that having a qualitative, more scientific, understanding of essential subjects is important for the adult as a member of society and participator in the on-going political debate. It should therefore be a central aim for educators in the social subjects within adult education to support a development of more qualified concept understandings among their pupils. In this study I have used the criterions of dr Roland Severin to define a qualified understanding of concepts. Such an understanding includes richness in meaning, structure, general description of cause and relation as well as the capacity to relate to different levels of abstraction. My conclusion is that the pupils in my study have very individual understandings of the concepts, especially the understandings of democracy. Their expressed understandings of dictatorship are in general less rich in meaning. I have found that their understandings are clearly influenced by former life experiences. In comparison to a qualitative understanding of concepts the pupils’ understandings both have strengths and weaknesses. The main strengths in their understandings lies in that they have structure and focus important meanings of the concepts. The pupils can also express their understandings in a concrete manner. The main weaknesses lay in that they lack sufficient meanings of the concepts to give them a exhaustive description. The pupils also tend to give more of concrete and less of general descriptions of the concepts. I have concluded that to support adult pupils in the development of more qualitative, and therefore more useful, social concepts educators should make use of the pupils’ collective experiences. By doing so more meanings of the essential concepts can be revealed and individual experiences can be connected to those of others to create generality in the pupils understandings.

  • 370.
    Hjort, Amanda
    Södertörns högskola, Lärarutbildningen.
    Könsroller och Härskartekniker i Twilight: (re)produktion av patriarkalgenusstrukturer genom smäktande kärlekshistoria?2012Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This essay aims to describe and problematize gender roles and master suppression techniques in Stephenie Meyer’s Twilight Saga. This is done in order to enable me, in my future profession as a teacher, to start an emancipatory discussion in class where pupils can become conscious of different ways of reading the love story. I will use the following two research questions to fulfil the purpose: 1) investigate which gender roles that appears in the book’s main characters Bella and Edward and 2) which master suppression techniques that colours their relationship.

    To answer the questions gender theory and ideology-critics are used. Gender theory is first and foremost used to analyse gender roles whereas ideology-critics is a method of reading that highlights the importance of taking the society and thereto connected values in to account. Applying these two theories on the book it becomes clear that the main characters follows traditional gender roles for what is seen as typical feminine and masculine behaviour; Bella is caring, passive, sexually loyal, and addicted and Edward is aggressive, physically strong and fast, stubborn, dominant and protective. Further more, it is also evident that these roles are accompanied by a number of master suppression techniques used by Edward, such as: make Bella invisible and silly, keep information from her, and use of violence and threats. By using the knowledge in a pedagogical fashion pupils can be energized to start critically reflecting about these stereotypical roles and thereby emancipate from them. They will realize that Stephenie Meyer’s Twilight Saga is a re-production of patriarchal gender structure through an emotional love story.

  • 371.
    Hoffman, Cecilia
    Södertörns högskola, Lärarutbildningen.
    Att leka som en hamster: en essä om lek, oro och reflektionens möjligheter i förskolan2012Självständigt arbete på grundnivå (högskoleexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    I denna uppsats reflekterar jag över en situation där jag som förskollärare är oroad över ett barn vars beteende jag inte kan förstå eller känna igen. Situationen kännetecknas av det faktum att jag inte kan förklara min oro för mina kollegor. Jag diskuterar också varför olika pedagoger förstår samma situation på olika sätt samt vikten av barns lek och hur den skapar möjligheter till socialt samspel.

    Genom mina funderingar kan jag förstå min oro och visa att den är berättigad. Jag diskuterar också handlingen att reflektera som en metod. Reflekterande är ett sätt att öka vår kunskap. Jag hävdar också att reflektion kan användas gemensamt. Genom att reflektera tillsammans kan vi öka vår gemensamma förståelse och även ta reda på hur vi ska gå vidare med vårt gemenesamma arbete.

    Slutsatsen är att reflektion är ett viktigt verktyg för pedagogen när han eller hon vill utöka sin förståelse och kunskap. Genom reflektion kan vi se och förstå saker vi vanligtvis inte ser eller förstår.

     

  • 372.
    Hofmeijer, Jenny
    Södertörns högskola, Lärarutbildningen.
    Könsrollerna i LasseMajas Detektivbyrå: Diamantmysteriet respektive Mästerdetektiven Blomkvist2011Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this study was to find out how gender roles are described in two popular children’s detective stories, one of them written in 2002 and the other in 1946, to be able to compare the two. In order to do this, I used a qualitative research method in which I read and analyzed the text and illustrations of the books out of a gender perspective.I used gender theories describing how stereotypical gender roles are displayed, and these theories were later associated with the books I studied. I also used previous research concerning gender roles in other children's books in order to compare those results with my own.After having read, analyzed and compared the two books, I found vast resemblances between them, but also certain differences. However, it is obvious that the gender roles in both books for the most part are traditional. It is mainly the girls (although not the adult women) that diverge from the stereotypical gender roles, but this is also what is most common and most acceptable in today's society.

  • 373.
    Holm, Johanna
    Södertörns högskola, Lärarutbildningen.
    Ett naturligt lärande: En studie om lärande och kulturmöten i några förskolors utomhusverksamhet2010Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Today many children have limited experiences with the outdoors or nature. In most suburbs where people originate from many countries and have various ways of understanding nature is it perhaps in preschool that several children for the first time experience nature.

    This survey is qualitative and the main research methods are participant observations and interviews. The theories used in this study are mainly based on the thoughts of Dewey and Vygotskij as well as on ideas from outdoor education and different ways or ideas of understanding nature.

    The purpose with this study is to make clear in what ways nature is used by the teachers in preschool activities and how this work is done in preschools in multicultural suburbs. Questions at issue are: What way of understanding nature are the teachers trying to convey to the children? How is nature used in the ordinary outdoor activities by the preschool teachers? What are the teachers experiences of success and problems in this work?

    The conclusion is that nature is used in preschool activities in many ways. The most prominent ones are different types of learning for example subjects as mathematics and language or simply the experience of enjoying nature or the development of the childrens motor function and health. In these outdoor activities also the meeting between cultures, where Swedish as well as preschool traditions become clear, can be observed.

  • 374.
    Holmgren, Jessica
    Södertörns högskola, Lärarutbildningen.
    Matematik - En studie om hur sex lärare i årskurs 1- 3 resonerar kring olika val av arbetsmetoder i matematik2010Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The aim of my study is to examine how six teachers discuss their choices of work methods in teaching mathematics, as well as the methods they are currently using and what they have based their choices on. This study also covers how these teachers approach educational planning and where they get inspiration for their teaching material, and finally the advantages and disadvantages of each method according to the teachers. To be able to fulfill my purpose of this study some questions had to be considered: How do these teachers approach the planning of studies of mathematics and where do they find ideas for their lesson planning? Which methods do these teachers use in the teaching of mathematics and what are the reasons behind their choices of methods? Which advantages and disadvantages do these teachers see in the methods they use during the teaching of mathematics? This is a qualitative study, mainly based on qualitative research interviews according to an interview guide. Six teachers, from five different elementary schools, grade 1- 3, have been interviewed for this study. When analyzing the assembled data, I have used theories of Vygotskij and Dewey. 

    The interviewed teachers stated that it is the goals of the syllabus that determine the content of the lessons. The inspiration for the education of mathematics is different between the teachers although many of them reported that the internet is a great source of inspiration. The teachers in this study stated that they primarily work with the textbook, dialogues, group assignments, solving problems and practical mathematics. All the teachers considered these methods to be beneficial for the students’ comprehension. One of my conclusions is that the teachers of my study have diversity in their work method of mathematics. That the students are motivated and interact with each other to learn mathematics are other important aspects of the learning process.

     

  • 375.
    Holmgren, Mina
    Södertörns högskola, Lärarutbildningen.
    "Då tycker jag mer att det kanske har med kulturella skillnader å göra": En kvalitativ studie om uppfattningar kring kvinnligt och manligt i förskolan2011Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This study aims to seek knowledge about what preschool teachers think about gender issues, and if it affects their work. The study has been performed in a multicultural district in Stockholm. A working party of three teachers, one male and two females, has been interviewed and observed. The empirical material from the interviews and observations has then been analyzed based on theories about gender, femaleness, maleness and cultural behaviour. The result proves that one of the three teachers considers that there are general typical female and male behaviour. One of the three teachers considers that there are differences in the children’s behaviour based on their gender. My observations prove that all the three teachers have some apprehensions about what is to be typical male or female behaviour. One of the three teachers thinks that the differences between her male and female colleagues are a result originating in culture and not gender.

    To sum up, my result suggests that the three teachers’ respective cultures, affects their idea of maleness and femaleness.

  • 376.
    Holmgren, Natalie
    Södertörns högskola, Lärarutbildningen.
    Normalt i läseböcker: Föreställningar om kön, kultur, klass och "ras"2011Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This paper aims to examine what reading books convey as normal for first grade children. The question at hand is to find out what children's reading books convey as normal within the context of intersectionality with a focus on sex, class, culture and "race". Text analysis of two reading books has been conducted, using discourse analysis with an intersectional perspective. In analysing the texts, selected sections from the books have been examined using the method of close reading. Within the context of intersectionality, classifications have been made and selected according to the categories sex, culture, class and "race". The aim of the paper is to examine what the reading book conveys as normal within these categories. The intersectional perspective holds that there are classifications present around us but that these categories cannot be separated from one another. Many classifications belong together and cannot be considered as individual perspectives. For example, in order to describe an individual as a man you cannot only look to the classification of sex as many other classifications play a role in an individual's personification. In this essay's conclusion, it was found that there are classifications within the intersectional perspective that are more pronounced than others. When certain things are portrayed in a similar manner in reading books, the portrayed image will be understood as normal by the children reading the books. If, for example, only one type of living arrangement is illustrated, that particular type of living arrangement will be considered normal.

  • 377.
    Holmlöv Sarri, Anna
    Södertörns högskola, Lärarutbildningen.
    Närvaro och frånvaro: en studie om elevers tankar runt skolk2007Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

    Truancy is a problem in the Swedish schools today, just as well as in other European and other developed countries where educataion is gratuitous. Teachers all over Sweden go to classes with a clear and well-planned schedule for the day. But some are unable to do their work because of asent students. In this study I have chosen to focus on the perspective of the youths and the main question is: how do students discuss and think about truancy. During the study I have chosen a qualitative approach and have therefore done observation in various classes in a Swedish senior high school in a suburb outside Stockholm during twelve weeks. I have also done twelve interviews with the same number of students, six girls and six boys. The age ranges from 16 to 19 with two students from each grade. The result of the study is that some of the students are indiffirent when it comes to school. They just do not care about attending school all the lessons and all the days. Some of the students are absent when they feel they have lack of time in the prospect of a big examination. But the most astonishing statement from all the twelve students is that they state that their parents mean that the education is the student own responsibility.

  • 378.
    Holmström, Terese
    Södertörns högskola, Lärarutbildningen.
    Handuppräckning: en undersökning om dess betydelse för elever och lärare i en skola2011Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Hand raising is a common method in schools and a way for students to engage in the classrooms turn-allocation (Andersson & Haglund 2006, p 35), but not all benefit from it. According to Dylan Wiliam (2011) hand raising divides the students by putting the students that participate in hand raising at an advantage versus the students that do not. This study aims to examine hand raising as a phenomenon and the students and teachers thoughts about hand raising. The main research questions were:

    • How do the students perceive hand raising?

    • How do the teachers reflect upon hand raising?

    • How is hand raising usedas a tool by the students?

    The main reference to this study has been senior lecture Fritjof Sahlströms (1999) thesis Up the Hill Backwards. On International Constraints and Affordances for Equity-Constitution in the Classrooms of the Swedish Comprehensive School, were he debates around hand raising as a method for interaction with teachers and students. This study has also raised issues from social psychology such as norm and that humans are affected by the mere presence of other humans.

    The study has come about using both observations and group-intervjues with students from the range of six to eleven and a singel group-intervju with teachers. Results from the study shows that students consider hand raising as a method for keeping the classrooms atmosphere composed and that they raised their hands if they know the answer. The teachers discussed the difficulties concerning turn-allocations.

  • 379.
    Hopstadius, Emelie
    Södertörns högskola, Lärarutbildningen.
    Inkluderat eller exkluderat: En kvalitativ studie om att jobba med barn med språkstörning i förskolan2012Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    7 % of children in preschool have some sort of language disorder. How should preschool teachers best help these children? In a small special group where they can focus on the child´s individual linguistic development or in an ordinary group were the other children can be linguistic models for the child and help his or hers development?

    The purpose of this paper is to see what preschool teachers, who work with children who has language impairment, says about working with these children in a special group as compared with working with them in an ordinary group together with children without language impairment. What are the advantages and the disadvantages related to the different ways of working? Another focus point is how the children collaborate with each other. I have used theories about integration and peer collaboration to understand the results.

    I have conducted interviews with two preschool teachers with experience in both working with solely language impaired children in a small group as well of work in a mixed group of children with and without language impairment. Furthermore, I have also observed how the children collaborate with each other.

    The result of the interviews and observations show that there is not an easy way to answer the question about which way is better. One conclusion I can make is that it requires more work from the teachers working in a mixed group. They have to be aware of the variation in the children´s needs and they have to work active with the children´s collaboration in order to prevent that language impaired children are excluded in play. 

  • 380.
    Hossain, Sumona
    Södertörns högskola, Lärarutbildningen.
    Kamratskapets påverkan på barns identitetsskapande i skolan2009Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this examination paper is to get an understanding as an upcoming teacher about how friends make an important impact on children’s identity development in school, their choice of friends circle and what kind of groups there can occur among them. With a deeper comprehension of these circumstances should an educationalist be more considerate and adapt his or hers education to prevent negative group formations and to be an outsider. To achieve my results I used a qualitative research method where I through observation handpicked eight students from upper level of compulsory school with different friend circles from two classes for further interviews. Beside this I observed students in their school environment for three days. My conclusion by this research is that, the society, the school and the home are three very important factors that make big impact on children’s identity development. Even friendship has an important role on their development. Children choose their friends though common interest which can lead to group formations where negative group formations can occur.

  • 381.
    Hultkrantz-Bremler, Birgitta
    Södertörns högskola, Lärarutbildningen.
    Läsförståelse eller litterära föreställningsvärldar: Litteraturpedagogisk diskurs inom gymnasieämnet engelska2010Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Reading and analyzing literature has a long tradition of being an essential part of the teaching of English in Sweden. As the offers of entertainment have increased in popular culture with the introduction of computer games, internet and other media, interest in reading novels has decreased. Literature is still a compulsory part of English teaching and the question is how teachers of today use literature and what kind of literary instruction they use.

    The aim of this study is to explore and discuss the literary instruction discourse in pedagogical texts, lessons, created by and for English teachers of Swedish Upper Secondary Schools. The lessons have been collected from the site lektion.se, where teachers are able to share knowledge and lessons. The study uses an analytical method based on Norman Fairclough´s Critical Discourse Analysis in order to analyze the lessons. In the analysis aspects of language, intertextuality and assumptions are discussed. As a theoretical base, Louise M. Rosenblatt´s and Judith Langer´s ideas of reader centered literary instruction is used as well as Design Theory.

    The result of the study shows that the overall discourse is text orientated and, with few exceptions, there is little room for students to contribute to a creative, personal experience of literature. Furthermore, it is shown that literary texts are often used as an exercise of reading comprehension and specific literary reading is scarce. The study postulates that more effort should be put into involving the students in the reading, and less effort on literary terminology.

  • 382.
    Humble, Martin
    Södertörns högskola, Lärarutbildningen.
    Kampen om eleverna: en studie kring en marknadsanpassad skola2007Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [sv]

    Studien syftar till att sätta den svenska skolan i ett marknadsperspektiv och ställer frågan om en eventuell marknadsanpassning av skolväsendet lett till ett närmande mellan offentligt ägda och privat ägda skolor. Tio gymnasieskolors

    Internetbaserade marknadsföring från fem kommuner, i syfte att vara representativt för hela Sverige, undersöks. Resultatet visar att politiska omstruktureringar ökat marknadsinslaget i den svenska skolan, särskilt tydligt genom den ”peng” som följer till de gymnasieskolor som aktivt väljs av elever, en summa som går förlorad för de skolor som väljs av färre elever. Resultaten visar ytterligare att det är via reklam denna tävlan sker – något som inte skiljer offentligt ägda eller privat ägda skolor åt. Slutsatsen är att det har skett en marknadsanpassning av skolan och att det går att tala om en svensk ”skolmarknad” där offentliga som privata skolor ”tävlar” om eleverna.

  • 383.
    Huss, Cecilia
    Södertörns högskola, Lärarutbildningen.
    Modersmålsundervisningens existens och förutsättningar: Om samarbetet mellan SO-lärare och modersmålslärare på en skola i södra Stockholm2009Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    This paper aims to examine the mother tongue subject and it´s existence and condition in a school located in the south of Stockholm. I have performed interviews with four teachers about their opinions and attitudes regarding the mother tongue subject in the school were they work. Two of the teachers are teachers in social studies and two of them are teachers in the mother tongue subject. My aim is also to examine whether an interest exists among the teachers to collaborate in between the subjects and what possibilities and conditions such collaboration would have in effect. I have applied a qualitative method based on personal interviews with semi-structured questions as my data acquisition method. I have also performed document studies to strengthen and support the qualitative interviews. The result, based on the interviews, shows that there was no existing collaboration between the teachers at the time of the interviews. All of the teachers said that they are willing to collaborate and that they believe that such collaboration would be profitable

  • 384.
    Hällkrans, Ingela
    Södertörns högskola, Lärarutbildningen.
    Låg, medel eller hög kvalitet i förskolan: En studie om hur och varför kvalitèn skiljer sig mellan förskolor2011Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    My essay deals with a problem in our society which, in my opinion, has been neglected. Even today in 2011, the quality of schools and preschools is extremely varied. This has been a problem for a long time and not nearly enough attention has been paid to it.

    In my essay I have tried to understand what it is that causes these differences in quality between preschools. With help from literature and research studies I have examined what quality in preschool really means.

    My starting point is an account of my own experience at the preschool where I currently work and a description of a study visit I made to another preschool which operates in a very different way to the one where I work. I wanted to investigate what the consequences are for children who grow up attending preschools of different quality. Do they have the same opportunities?

    My conclusion is that the problem is both more extensive and more complicated than I had first thought. It is high time that this problem received the attention it deserves and that radical changes are made in order to ensure that all children are provided with a learning environment of an equally high standard.

  • 385.
    Höglund, Alexander
    Södertörns högskola, Lärarutbildningen.
    Kunskap, ordning och krav: Liberalism och konservatism i Folkpartiets skolpolitik2006Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

    This paper examines the ideological content of the compulsory school policy of the Swedish Liberal Party. The aim of the study is to investigate whether the Liberal Party does really represent a liberal policy for the compulsory school, or if it is more accurately described as conservative. The analysis is carried through by two separate critical examinations of the Liberal Party motion on school politics to the parliament and the Conservative Party motion on school politics to the parliament respectively. A comparison is then made between the ideological contents of the two documents. The specific party policies are linked to universal definitions of liberalism and conservatism with the help of an analytical tool consistent of a series of educational philosophies. Difference is made between ideologically motivated purposes and concrete policy recommendations in the motion texts.

    The results of the ideological content analyses and the comparison show that the compulsory school policy of the Liberal Party can be categorized as conservative, not only vis-à-vis a universal definition of liberalism and conservatism, but also in comparison with the compulsory school policy of the Conservative Party.

  • 386.
    Höllgren, Sara
    Södertörns högskola, Lärarutbildningen.
    Tänk inte han och hon, tänk individen: En kvalitativ studie om fem förskolepedagogers föreställningar om föräldrakontakt ur ett genusperspektiv2012Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    In Sweden today, more women are still going on parental leave than men. The number of men and women going on parental leave is more equalized than ever before. At the same time the inequalities are still big and more women than men choose to work part time up till the child is eight years old.

    The aim of the study is through a gender perspective, to investigate the preschool teacher’s thoughts about the daily meetings with parents and the contact during induction. The study is based on the theoretical concepts: gender, norms and gender equality as well as three questions. What are the thoughts of the preschool teachers regarding the organization of the daily contact, focusing on the parent’s gender? What are the preschool teacher’s expectations on the parent’s behavior during the daily contact and during the induction? How do the preschool teachers process the term gender in relation to the children´s parents? In order to answer my three questions, I have done five qualitative interviews within two different preschools. The fifteen questions were predetermined and categorized and the informants got to answer the same questions to give them the same opportunities.

    The results show that men are taking bigger responsibility in the contact between home and preschool as well as the induction, than the literature suggests. The five preschool teachers communicates that there has been a transformation regarding parents and gender equality though there are still a lot to be done in that area.

  • 387.
    Höög, Anna
    Södertörns högskola, Lärarutbildningen.
    Tema arbete – bra för vem och varför?: En kvalitativ studie om temaarbetets betydelse för lärandet2010Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Pupils learn in different ways. It’s up to the teachers´ to give pupils the knowledge they need to live and work in society. The teacher should be aware of the ways of children learn in the classroom and should teach accordingly. Pupils work individually but should even be offered some kind of group work regularly. In this study I chose to put focus on theme work as awork method. The questions I would like to find answers to are:

    • How important is theme work for students´ education according to the teachers inthis study?
    • Why do teachers in this study choose theme work as a method?

    The result to this study are based on observations and interviews. The observations were made on two occasions of a school class there teachers worked with the theme, moss and lichen. I observed their teaching methods to get the teacher’s opinion about theme work as a teaching method. I chose to interview three teachers at the school. All three practised theme work as a method of teaching. The result of my study shows that the most important thing for the pupils is not theme work, but practicing how to communicate, integrate and discuss. They should be able to connect what they learn at school with their everyday activities and experiences. How a teacher works or what methods are used are not important. The important thing is that the pupils should be able to put all that they learn into practice on a daily basis.

  • 388.
    Icmen, Marlin Deniz
    Södertörns högskola, Lärarutbildningen.
    Individualisering i undervisningen: Fyra lärares uppfattning om och arbete med individualisering2010Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this study is to increase the knowledge of individualism also how individualism is applied in a teacher’s classroom. Based on the curriculum, teaching is tailored to each and every student’s expectations and needs.  My research has been qualitative and includes four interviews with practicing teachers in two multi-cultural schools in the city of Stockholm. I have investigated how these four teachers perceive individualism, also how they individualize when teaching to meet all students' expectations and needs according to them. In the analysis, the teachers’ methods have been applied to the theories and previous studies that were introduced in the theoretical chapter.  Research results show that the teachers perceive individualism as a way of targeting the individual students during their lessons. Through individualism it is also possible for the teacher to abide by the curriculum which says to tailor teaching to each student’s expectations and needs. Prominent individualism methods that have been demonstrated were when teachers tailor their teaching according to student’s different backgrounds, experience and interests, also by getting to know each student.  

  • 389.
    Ingestad, Maja
    Södertörns högskola, Lärarutbildningen.
    Arbetsklimatets betydelse för mobbning: En studie om 2 rektorer och 4 lärares syn på arbetsklimatet inom personalgruppens inverkan på mobbning2011Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    I have done a study to see what perceptions held by two principals and four teachers, if adult behavior and attitudes towards each other will affect the climate between the students and put it in relation to the fundamental values of work and policy documents. I have also examined how they describe their work environment in their daily work and how they work to combat bullying.

    I have used qualitative interviews as a method to get answers to my questions. The interviews took place at two different schools, in which I interviewed a headmaster and two teachers at both schools. What emerged during the interviews were compiled and processed with aid based on previous research and theories which focus is in a social constructionist approach.

    The results as it shows in my study highlights a consensus among the interviewees that the personnel group working atmosphere affects the climate between the students and that there is a good understanding of the impact they have. The study also shows that the experience of their work climate affects by how the communication between management and staff looks likes and how many resources there are in the form of personnel. With regard to anti-bullying work in schools also reveals that the availability of resources affects how viable work against bullying can be, but also how the experience of the working atmosphere within the staff group influence. The study also shows that the interaction between staff and management have an important role in creating a positive climate.

  • 390.
    Iriarte, Urbina
    Södertörns högskola, Lärarutbildningen.
    Litteraturundervisning på yrkesförberedande program och på studieförberedande program på gymnasieskolan: en studie över hur litteraturundervisningen anpassas efter studieinriktning2007Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

    This essay shows how teachers adjust the literature studies in the mother tongue subject to their different classes in upper secondary school.

    The study is based on interviews with two teachers and an analysis of two different school-books. The conclusion is that the subject of literary education in the vocational programs is a pragmatic subject with focus on the pupils’ needs and skills, and the subject in the theoretical programs has more focus on mediation of a literary heritage.

  • 391.
    Isaksson, Monika
    Södertörns högskola, Lärarutbildningen.
    Samhällets påverakan på samers identitet2009Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this thesis was to investigate in which way samis in Stockholm relate to their identity in lack of their language. Four sami living in Stockholm have been interviewed. Furthermore, books, laws, and rules regarding the language and living of the samis are investigated.

    It is shown that historical factors and episodes still are the bases of how they are influenced and relate to their identity, group belonging, and ethnicity.

    The questions of the principles behind ones identifying as a sami, and if there is any difference compared to the corresponding principles of the rest of the society, are also dealt with.

    It is clearly shown that Samis are not an outdated people, but rather a people that follow the general social and technical development.

    It is concluded that samis who live and grow up in Stockholm today which don’t practice reindeer husbandry and lack the sami language, have difficulties in feeling fully acceptance in there identity as samis.

  • 392. Isberg, Jan-Gunnar
    et al.
    Victor Tillberg, Lotta
    Södertörns högskola, Institutionen för kultur och kommunikation, Centrum för praktisk kunskap. Södertörns högskola, Lärarutbildningen. Kungliga Tekniska högskolan.
    By All Necessary Means: Brigadier General Jan-Gunnar Isberg's experiences from service in the Congo 2003-20052012Bok (Övrigt vetenskapligt)
  • 393.
    Ishak, Sara
    Södertörns högskola, Lärarutbildningen.
    ”Lägg ner matteboken och använd varandra som stöd”: En intervjustudie av fem klasslärares syn på det laborativa arbetssättet i matematikundervisningen2010Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this study is to examine the importance of a working laboratory in mathematics education, how it influences students’ learning and the confidence the teacher has in the laboratory component. Focus has been placed upon the advantages and disadvantages that could follow in the working method.

    The method used in this essay is qualitative in order to answer all the questions that arise along the way, and in order to use this method in interviews. The interviews that has taken place has been with five class teachers that are currently teaching at a elementary school between the years of 1-5. The purpose of this study has been answered by using its literature and the qualitative method with the class teachers.

    The results of the research show that teachers express gratitude towards the method in use for mathematics studies. The study also proves that students get more interested in learning and continuous learning. This contributed to a more flexible way of learning. By working in a laboratory, the students get to work with concrete materials in order to clarify mathematical concepts. The only downside seems to be the fact that students appear to become attached to this method, refusing any other learning techniques. This, however, should not stand in the way of using the laboratory method with children.

  • 394.
    Isleyen, Daniella
    Södertörns högskola, Lärarutbildningen.
    En studie om kunskapsbedömning i grundskolan2009Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats (Examensarbete)
    Abstract [en]

    I have made interviews with a teacher and with pupils from the lower grades in a school dominated by pupils with Swedish as their second language, about the role and effects of assessment with particular focus on the subject of mathematics. I have also studied the policy documents (“kursplanen”) for the subjects of Swedish and mathematics. The formulations of the learning goals in Swedish are differentiated, so that the demands are somewhat lower for pupils with Swedish as their second language. In mathematics, however, the learning goals are the same for all pupils, and they include the ability to communicate mathematical concepts in meaningful and relevant situations. The language of this communication is supposed to be Swedish, and the cultural code necessary to find the situation meaningful and relevant is often Swedish. The textbooks in mathematics for the early grades are oriented towards the learning goals, and contain many problems formulated in plain Swedish language, and with meaning and relevance often oriented to assumed fruit distribution habits among culturally Swedish children. This creates a problem with assessments in mathematics for many pupils with Swedish as their second language. They often feel that the assessments in mathematics are unfair, if they already know the numerical system and could have solved the problem, had it been given to them in a more simplified language. There is a risk that these pupils give up on the subject of mathematics too early, and for linguistic and cultural reasons. My research has shown that some of these pupils even question the mathematical ability of their teacher, because they can so easily check the numerical results on their pocket calculators, and at the same time find the verbal explanations of the teacher so difficult to understand. The problems resulting from the discrepancy between the learning goals in Swedish and mathematics, are aggravated by the recently introduced national tests in the third grade, witch give an official stamp on the use of summative assessment in the form of mathematical tests that includes verbally and culturally demanding problems. What the individual teacher in mathematics can do under these circumstances, is exploiting the rights and demands for individualization of learning to the outmost for pupils with Swedish as their second language. Children who in the future are going to use their mathematical skills and abilities professionally in the Swedish society certainly have to learn the appropriate words, as well as the cultural codes for the Swedish way of formulating mathematical problems. But their roads to achieving these particular goals in the national learning plan for mathematics, will in various ways be different from that of pupils with Swedish as their first language. The advent of national tests in mathematics in the third grade makes it even more important for the teacher to focus on the use of formative assessments, that make temporary allowance for the pupils present shortcomings in the linguistic and cultural understanding of mathematics, while at the same time setting up personal and individualized learning goals, aimed at overcoming these shortcomings.

  • 395.
    Ivarsson, Mabel Rocio
    Södertörns högskola, Lärarutbildningen.
    Matematik i förskolan: Barns antalsuppfattning i de tidiga åren2011Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syfte: Bidra till en bättre förståelse för små barns tänkande kring matematik. Jag utgår ifrån Doverborg och Pramling Samuelsons studie som behandlar antalsuppfattning i matematik hos de yngsta barnen.

    Följande frågeställningar syftar har undersökts:

    • Hur sker de yngsta barnens matematiska tänkande omkring antalsuppfattning och vilka strategier de använder sig av?
    • Hur sker samspelet mellan pedagogen och de yngre barnen?

    Metod: Studien är upplagd som en kvalitativ studie och genomfördes i en förskola med en grupp på fyra barn. De barn som har deltagit i min studie är mellan två och tre år gamla. De filmades i fyra övningar varefter filmsekvenserna transkriberades. Metoden som använts är en analytisk metod intentionell analys som gör det möjligt att studera barnens strategier i enlighet med fastställda frågor och även gör det möjligt att följa hur de tänker om matematik.

    Slutsats: Min undersökningsgrupp visar i slutresultatet att de i sina strategier använde sig av en eller flera principer i antalsuppfattning, nämligen principen om ett till ett korespondens, principen om den stabila ordningen, kardinalprincipen, och principen om godtycklig ordning. Barnen kan också urskilja grupper av två eller tre föremål, det vill säga subitizing.

  • 396.
    Ivarsson, Susanne
    Södertörns högskola, Lärarutbildningen.
    Datorer i förskolan - barns nya kultur: barnvakt eller ett pedagogiskt hjälpmedel2011Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    In this essay I have chosen to explore how computers are used in preschools. The study was done as a survey. How does preschool seize the children´s culture? In today´s society ICT and computers are a big part of children´s everyday life and reflects on their upbringing.

    Since I am using computers as a pedagogical tool in teaching the children at my preschool, I find this topic interesting to explore.

    • Are the teacher´s using computers for an educational purpose with the children at preschools or are they using it in other ways?
    • Do the teachers think they have the required knowledge to computers usage in teaching the children in a pedagogical way?
    • What is the teacher´s attitude towards computers in preschool?

    The essay starts with a introductorial background section where I talk about my own experiences of using computers with the children in my preschool, and then referring to the society then and now, school law, curriculum, teachers' computer skills, media situation amongst children and young people, computer use in preschools/schools and health effects. I have composed a survey based on the answers of 50 teachers in 30 different preschools and in nine different municipalities.

    The result of the survey is reported and concludes with a part of discussion, where the results are put up against the introductorial background section. The essay concludes with a summary and my own conclusions.

    The main results of the survey show that teachers in preschool believe that computers can be used for an educational purpose with the children in many different ways of teaching. They consider that they need more knowledge and training in how to do it. According to the teachers, computers are used as a kind of babysitter, where the children sit and play games without the presence of an adult.

  • 397.
    Jacobsson, Linda
    Södertörns högskola, Lärarutbildningen.
    Guru, kritisk vän och förebild: En kvalitativ undersökning om hur några studenter på Södertörns högskola upplevt sin VFU2011Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The Swedish teacher education is continuously changing along with the understanding of learning. The teacher education at Södertörn University has an intercultural profile, which is considered modern and innovative. In this essay, students’ experiences from their practical training are analyzed to examine the correspondence between teacher practice and the modern teacher role conveyed by the University. The results show that some students have experienced practical training where the standards of the University’s teacher role were met, whereas others feel that they have not received the practical guidance needed to be able to wholly use their education in their future employment. Consensus between what the students and the tutors expect from each other is a possible reason for the lack of adequate guidance. Tutors sometimes seem uncertain of what role to adopt to provide the teacher students a constructive practical training. The issue of the role of the tutors during practical training ought to be an important discussion for teacher education. Moreover, it is important to point out that many of the involved people, both the responsible at Södetörns University and scientists are aware of the situation. A solution for this problem is likely to be considerably long-term since a beneficial solution would be an established view on teaching, from all parties involved, as something intercultural with focus on a reflective approach. The effect the intercultural teacher education has on future teaching is yet to be discovered.

  • 398.
    Jacobsson, Magnus
    Södertörns högskola, Lärarutbildningen.
    Lära Sverige[ska]: En intervjustudie av lärare på gymnasiets introduktionsprogram för invandrare (IVIK) om religion och religionsförmedlande2008Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Detta examensarbete handlar om Introduktionskurs för invandrare (IVIK). Jag har undersökt hur eleverna i denna undervisning undervisas in i en svensk förståelse av religion, både i den formella undervisningen i Samhällsorienterande ämnen (SO) och mera informellt fostrande.

    Jag har intervjuat lärare och skolansvariga, intervjuer som jag sedan analyserat.

    För att förstå undervisningsmiljön har jag använt en självständig tolkning av Antonio Gramscis teori om hegemoni samt Foucaults idéer om makt och kunskap.

    Fostran till ”svensk” syn på religion förekommer i undervisningen både implicit och explicit men att synen på hur och hur mycket är mera ambivalent.

  • 399.
    Jakob, Julie
    Södertörns högskola, Lärarutbildningen.
    Etnicitet och sociala relationer: en kvalitativ studie av hur nio elevers etniska bakgrund påverkar deras sociala relationer i skolan2009Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This study aims to examine how the students ethnic background affects them in their social relationships at school. The main research questions in this study have been: 

    • How does the ethnic background of students affect there social relationships with their friends at school?
    • How does the identity creates and develop in the context of social relationships?
    •  What significance does the language that is spoken hold in the social relationships of the children

    The main research questions have been investigated based on the students perspective, where the two main methods were individual interviews and observation on the schoolyard during recess. The interviews and observations where carried out at eight informants with three different ethnic backgrounds. The three ethnic backgrounds were Swedish, Somali, and Syrian.           

    The results of the study showed in the interviews that no one of the informants differentiated themselves from their friends who came from different ethnic backgrounds from which they did, they did not categorize themselves based upon their ethnicity. However, worth emphasizing is that the observations showed that what the students said in the interviews was not always, what happened in practice. The conclusion of this study is that ethnicity does not affect the students when choosing their friends, at least not in the same proportion as language does. In addition, the choice of friends was more affected by the residential area, which the informants lived in, more so than by their ethnic background. 

  • 400.
    Jakobsson, Elisabeth
    Södertörns högskola, Lärarutbildningen.
    Högläsning i förskolan: En kvalitativ undersökning av pedagogers inställning och förhållningssätt till högläsning i förskolan2010Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Högläsningen håller på att gå ur tiden i vårt samhälle på grund av medias inflytande. Förskolans och pedagogers förhållningssätt har förändrats från barnomsorg till pedagogisk stimulans där även högläsning ingår. Syftet med min undersökning var att undersöka om högläsning har betydelse i förskolan utifrån pedagogers synsätt. Jag ville se på vilka strategier pedagogerna använder för att göra högläsningssituationen meningsfull.

    De teorier jag har koncentrerat mig på är högläsning ur ett teoretiskt perspektiv och den proximala utvecklingszonen samt användning av strategier i högläsning. Tidigare forskning tyder på att högläsning kan bidra med många positiva egenskaper för barns språkutveckling. Den visar också att barnen behöver ha en språklig grund när de börjar skolan. Därför måste pedagogerna använda ett varierat utbud som passar varje individ. Det empiriska materialet i min studie har insamlats genom att två olika förskolor har observerats och fyra pedagoger som arbetar där har intervjuats angående deras inställning till högläsning. Resultatet visar att samtliga pedagoger är eniga om att högläsningen kan gynna barns språkutveckling. Pedagogerna visade även goda kunskaper om varför de läser högt för barnen. Jag drar därför slutsatsen att högläsning har betydelse där jag utförde min studie. Kravet för att högläsningen ska vara meningsfull för barnen är dock att situationen kring högläsningen är lugn och koncentrerad.

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