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  • 451.
    Jörnén, Kerstin
    Södertörns högskola, Lärarutbildningen.
    DANTE börjar på E...: en reflekterande essä om förskolebarns möte med skriftspråket2011Självständigt arbete på grundnivå (högskoleexamen), 15 poäng / 22,5 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The children's ways of showing interest in writing and reading in pre-school have always fascinated me. The joy and pride they show when they start writing their own doodles and then eventually go on to write real letters and words, is a joy so see.The origin of this essay is based on Dante 3.5 years old. He wants me to spell my name so he can write to me. When I mention the second letter, Dante happily says "E, that's what my name starts with! From the other direction" I am amazed by his thoughts, and my enthusiasm for his knowledge knows no bounds. In the same moment I become aware of Alma, who quietly has seen my reaction to Dante's skills. Alma, who doesn't claim the same adult attention, is also interested in letters and writing, but she performs her writing in silence. How did I respond to her knowledge? How do we at pre-school see the more silent children and how do we handle their abilities?In many ways this situation made me start thinking about children's writing and reading in pre-school, and how our responses might affect their abilities to become literate. I have asked myself questions like; Do we see all children's abilities and how do we encourage them?I have come to the conclusion that our main tool in pre-school is our adult presence and our total commitment to all activities of the children. I have during the writing of this essay always come back to the fact that children's development is dependent on our ways of meeting them, and on how we can help them to believe in their own abilities.On the basis of the literature I have read, I can also see how important it is that pre-school ensures that we really encourage children when they show interest in writing and reading. It's not really difficult. The only thing we need to bring is ourselves, our listening and a genuine interest. The children will show us the rest. 

  • 452.
    Kaffoshy, Yuksel
    et al.
    Södertörns högskola, Lärarutbildningen.
    Ure, Terese
    Södertörns högskola, Lärarutbildningen.
    En skola för alla?: Some teacher’s perspective on intercultural pedagogic2008Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

    Purpose: The purpose with the essay is to examine how some teacher’s works with intercultural questions, if they are looking after student’s cultural background, earlier experiences and knowledge’s in their teaching. We have formulated three questions whom we want answer to.

    Method: The essay began with a theoretical research to get more knowledge of intercultural pedagogic. The study part is based on seven interviews in two schools in Södertälje, five with teachers and two with assistant principals. The conclusions of our essay are based on the results of our study.

    Result: The study shows that the two discourses “national self-understanding” and “the democratic credot” still lives and compete with each other. School 2 has a more monoculture perspective where the teachers emphasize the Swedish languages as a condition for students to get through their schooling. School 1 is more interested to emphasize the multicultural where the intercultural perspective is something that is clearer. But still none of the two schools have a working mother tongue education, though School 1 concentrates on to give their teacher’s education in these subjects so that they get knowledge and realise the importance for bilingual students to development their mother tongue so that they can development their second language. It can be a consequence that the “national self-understanding” stills exits and that student and their parents therefore decide not to not have a mother tongue education because they think that’s the way to get “better” in the Swedish language.

  • 453.
    Kaikkonen, Anna
    Södertörns högskola, Lärarutbildningen.
    Kommunikation i matematikundervisningen: En studie om kommunikationens och det matematiska språkets betydelse för elevers matematiska lärande2012Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this study has been to investigate how four 3rd grade pedagogues allow communication in the teaching of mathematics and how these pedagogues allow their students to use and expand their language of mathematics. It has also been an aim to investigate these four pedagogues’ opinions about the significance of communication and of the language of mathematics for students’ mathematical learning.

    The study is based on a sociocultural perspective of Vygotskij’s. The theory implies the importance of using the language and communication for students’ learning. The study contains a description of prewievs researchers’ perspective of the significance of communication and of the language of mathematics for students’ mathematical learning. The empirical data consist of qualitative methods in forms of interviews and observations.

    The results of this study show that all of the participating pedagogues believe that communication and the language of mathematics are important for students’ mathematical learning, but only three of them offered their students an opportunity to communicate in the teaching of mathematics. Only one of four pedagogues uses purely the language of mathematics, instead of a everyday mathematical language. Two of the four pedagogues use a combination of a language of mathematics and a everyday mathematical language, and one of these two succedeed to expand their students’ mathematical vocabulary.

  • 454.
    Kanni, Ali
    Södertörns högskola, Lärarutbildningen.
    Autentiskt ledarskap: Tre rektorers syn på ledarskap2009Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 455.
    Kanni, Ali
    Södertörns högskola, Lärarutbildningen.
    Ledarskap i mångkulturella skolan: med utgångspunkt i autentiskt ledarskap2010Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    School leaders face the challenge of creating and maintaining learning during rapid and complex conditions. Some of the challenges associated with leadership based on authenticity in intercultural schools will be discussed. The purpose of this essay is to describe and gain an insight into three school leaders´ views on leadership in multicultural schools. The study is based on scientific articles and the survey consists of interviews with head teachers in different multicultural schools. The hermeneutic research approach has been the basis for this study through qualitative interviews and collected data for analysis. To get a better understanding of the issues this essay culminates in, different leadership styles are shortly presented. The characteristics that underpin this study will hopefully be better understood through definitions of key concepts. In an attempt to further define authentic leadership, the concept of authentic followership will be introduced and discussed. Effective leadership in intercultural schools requires genuine understanding and action. In line with this, various strategies are proposed by which leaders can consciously transform and better understand the problems and find solutions in intercultural school contexts.

  • 456.
    Karabas, Mehtap
    Södertörns högskola, Lärarutbildningen.
    Hur arbetar lärare med nyanlända elevers andraspråksinlärning i förberedelseklasser?: En kvalitativ studie om undervisningsmetoder och materiel för nyanlända elever i förberedelseklasser2012Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    We are living in a multicultural society where people from other countries and other cultures are coming to Sweden, including children. Regardless of reasons why these students have come to Sweden, it is common that they are newly arrived and have to learn a second language, in this case Swedish. This will be a challenge, opportunities and difficulties for the student, students’ families and for the school and their staff.

    The purpose of this essay has been to illumine the teaching methods, models and what materials are used by teachers today to contribute to the best possible second language learning for newly arrived students. In this essay the focus has been on one theory and several model-based approaches. I have used qualitative methods where I did both observations and interviews. The observations took place in six different teaching opportunities in two different schools and classes. The interviews were done by two teachers in two different schools.

    The result showed that teachers were more inventive compared to the theory. The teachers chose to produce their own material often instead of using ready material, which meant that they could adapt the material to match the students’ level in the class.

    The result also showed that the Southern school was working with an intercultural approach and was active with the students’ teachers for the mother language compared with the Northern school. In both schools the teachers was working with the perspective of newly arrived pupils with Swedish as second language and that its newly arrived students often have different cultures and experiences which are essential.

    During my essay I found a disadvantage within these two schools, that preparatory classes were not integrated with the rest of the school. I believe the schools should have a second thought about integrating preparatory classes in classrooms with the rest of the school.

  • 457.
    Karling, Maria
    Södertörns högskola, Lärarutbildningen.
    Kulturarvet i textilslöjden: En undersökning om hur textillärare i grundskolan använder sig av kulturarvet i slöjdundervisningen2006Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [sv]

    I kursplanen för slöjd står att slöjdämnet bland annat ska ge insikter i vardagshistoria och ge kunskaper om slöjdtraditioner från förr och nu. Slöjdlärare på grundskolan förmedlar ett kulturarv i sin undervisning. Syftet med undersökningen är att ta reda på vad lärarna anser att det svenska textila kulturarvet består av, hur textillärarna förhåller sig till det och hur de använder sig av det i sin undervisning. Undersökningen är baserad på en kvalitativ forskningsmetod och består av intervjuer med lärare. Enligt resultatet av intervjuerna består det svenska kulturarvet inom det textila området av gamla tekniker som har funnits länge. Av undersökningen framkommer att det är teknikerna i sig som lärarna räknar till kulturarvet. Lärarna poängterar även att det är viktigt att känna till en tekniks eller ett materials ursprung och hur det är tillverkat. Kännedom om kulturarvet ger eleven möjlighet att känna samhörighet med äldre generationer. Om kulturarvet förs in i slöjden i samarbete med till exempel historieämnet, ger det eleven möjlighet att se tekniken i ett större sammanhang. I och med att många tekniker användes förr för att framställa vardagliga föremål, kan slöjden även skapa förståelse för hur man levde förr.

  • 458.
    Karlsson, Annika
    Södertörns högskola, Lärarutbildningen.
    "Det finns en ram, men inom ramen är det ganska fritt": En kvalitativ studie om genrepedagogik2010Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose with my essay was to investigate how genre pedagogy works in a practical manor? I wanted to reach a deeper understanding for the genre pedagogy and to find out if it fits all students. To investigate this issue I have asked following questions:What is genre pedagogy?How do teachers work with different genres in the genre pedagogy?For whom is the genre pedagogy?Is the critic right that Frøydis Hertzberg is proposing about the genre pedagogy formalism? I have been using qualitative methods, to gather my empirical data. I have been using two unstructured interviews and one unsystematically observation, in a third grade class in a school south of Stockholm, with 30% second language students. I have also been watching several episodes about genre pedagogy at Utbildningsradions website and analyzed them. I have among others been using Gibbon’s book Scaffolding Language scaffolding Learning and Johansson Sandell Ring’s book (Let the language carry) I have also been using reports from the Swedish school ministry. In this way I have gathered interesting facts about how teachers educate in practice and how the interaction is. Genre pedagogy is about how the teacher together with the students finds subject knowledge and the text structure by speaking about the language with a so called Meta language and practical activities. The teacher part is to clarify the functional grammar and to give the tools so that the student will progress in his/ her writing skills and subject knowledge. The tutoring is presented so that the teachers part is to be supportive in the beginning when the students knowledge is being built up to gradually, when the student has the knowledge, to let the student do the task more and more by it self. There are critics aimed against the genre pedagogy that the student’s creativity and personal writing disappears. By my observation and analyses of the material from Utbildningsradions website, (UR.se) I have gotten a result that shows that the student text is written in the same structure as the template text, but there is space for their own imagination. One of the conclusions is that genre pedagogy fits most students, if the education is flexible and sometimes individualized.

  • 459.
    Karlsson, Christin
    Södertörns högskola, Lärarutbildningen.
    Lärares uppfattning om yrkets statusförändring under 30 år: En intervjuundersökning om åtta lärares uppfattning om yrkets statusförändring2008Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

    This paper is about how the teaching profession have got a changed status from the perspective of the teachers. The papers cause is to find out how the teachers think that their status have changed in a period of 30 years. Interviews have been done with eight middle school teachers from two schools in the municipality of Södertälje. The answers from the interviews have been put in relation to theories in research of professions. Three hypotheses have been put up to apply the theories on the answers. The results from the interviews with the teachers are very clear. The teachers do think that the status of the teaching profession has changed. The main reasons, that the teachers give, of the change are the low wages and that uneducated staff are allowed in school. Another reason is that parents no longer show teachers respect of their work and knowledge about their work.

  • 460.
    Karlsson, Karl-Johan
    Södertörns högskola, Lärarutbildningen.
    Skolans information om alkohol och trafik: En utvärdering av rollspelet Leka med Döden för påverkan av skolungdomars attityder till alkohol och trafik2007Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

    In this study I have investigated how role playing may change young students´ attitudes and behavior. According to the Swedish National Agency for Education´s governing document, Läroplanen för de frivilliga skolformerna, 1994, the principals at Swedish schools are required to inform students about the risks connected with alcohol and traffic. Scientists bring to our attention the need for emotional information to change attitudes and behaviors. The Historical Wine- and Sprits Museum in Stockholm has arranged a role play that gives emotional information to school students in order to affect their attitudes towards drunk driving. My study is a qualitative examination of this role play. One of my conclusions is that the strongest effect of the Historical Wine- and Spirit Museum’s role play lies on the cognitive and affective part of young students´ attitudes towards driving under the influence of alcohol. However, the role play is not using the other powerful effect a role play can have, which is learning to behave differently by actually acting. This leaves room for improvements. The study furthermore looks into different theories about role playing and how to build a role play to make an effective change in attitudes and behaviors. This is also investigated in the empirical part of the study in the form of interviews. For instance, arguments should always be thought out by the participants themselves and the time for preparing arguments has an effect on the effectiveness of the role play.

  • 461.
    Karlsson, Lina
    Södertörns högskola, Lärarutbildningen.
    "Var är Emma!?": En essä om integrering av barn med problematik i skolan2012Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This essay contains two stories that reflect the reality I face as an educator, as well as a reflective discussion about my self-perceived dilemma. The dilemma reflects a classroom situation where I as an educator have trouble dividing my focus, my focus is either put on entire the class or on the child with special needs. Through this self-perceived situation I have started to question how children with special needs find their place in the school today. I discuss how I can handle and look at the unique situation that occurs when meeting this child.

    Terms like integration, inclusion, segregation, social rights and the expression "a school for everyone" will be discussed in this text, as well as how we can connect these terms and expressions to the problems I find in the school system’s way of handling children with special needs.

    I also highlight my dilemma from different ethical perspective. I chose to use Kants duty ethics, Mills utilitarianism (commercial ethics) and Aristotle’s virtue ethics to bring light on my dilemma, but also to find help in my professional role as a leisure pedagogue.

    The main question my essay deals with is this: How can you, as an educator, have a focus on the class as a whole, but at the same time pay attention to the child with special needs?

  • 462.
    Karlsson, Marcus
    Södertörns högskola, Lärarutbildningen.
    Upplevelser av rektorsrollen: en studie av tre rektorer2009Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats
    Abstract [en]

     

    This report is about the principle and his / her role at the school it’s also about how the principle understands the role, its expectations and the demands connected. The facts are based on deep detailed interviews with three different principles. The theoretical approach is coming from “hermeneutiken” and “Gadamers” ideas regarding how an individual is creating the world and the surroundings to act within. The ambition was to evaluate the three different principles opinions and feelings in the light of the above approach plus describe possible areas of difficulties because of too different demands and expectations. The interviews indicate both similarities and totally different opinions. It will be very interesting to connect basic business management and impacts from both the formal and also the informal organisation to the interview results and findings.

     

  • 463.
    Karlsson, Natalia
    Södertörns högskola, Lärarutbildningen. Södertörns högskola, Institutionen för livsvetenskaper.
    Didaktik, teori och praktik i grundskolans matematikundervisning: Geometri, sannolikhetslära och matematisk modellering: Resultat av en forskningsförstudie2012Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Den här förstudien ingår som en del i ett projekt som avser att förbereda en forsknings­grund till ett större projekt och såväl förstudien som själva forskningsprojektet kommer att ha en praxisnära karaktär och bygga på såväl aktuell nationell- och internationell didaktisk forskning som pågående utvecklingsarbeten i matematik i Järfälla kommun.

    Förstudien har utförts på fem högstadieskolor i Järfälla kommun. Forskningsområdet är matematisk modellering och skolans matematik, ett samspel mellan ämnesteori i matematik och didaktisk ämnesteori i matematik. Syftet med studien, liksom med det större projektet är, att mot bakgrund av nationell och internationell forskning och kunskapsmätning, studera och förnya matematikundervisningen i årskurserna 6-9 med fokus på en ny läroplan, Lgr11, lokal planering samt användning av läromedel.

    Resultat av arbetet kommer att användas som en grund till den fullständiga forskningsansökan som ska finansiera forskningsprojektet. Den praxisnära forskning som planeras avser att studera undervisningen i matematik i årskurserna 6-9 och behandla de centrala områdena Taluppfattning och tals användning, Geometri, Statistik och sannolikhetslära samt Problemlösning, det senare med inriktning mot matematisk modellering.

    En analys av resultaten visar på behovet av matematikdidaktisk forskningshjälp och utvecklingsstöd i dagens skola, inte minst när det gäller att skapa och säkerställa en kontinuitet i elevers matematikutveckling.

  • 464.
    Karlsson, Natalia
    Södertörns högskola, Lärarutbildningen.
    Kvalitetsredovisning och undervisning i matematik2009Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The aim with this master thesis is to analyze a scientific material concerning the context between learning and child/student development, and factors which controls process of learning, to create an image with quality account and teaching in mathematics, which then can raise the mathematical knowledge among students.

    The phenomena which stand in focus for the investigation is: why there is a negative tendency for development of knowledge in mathematics, among the Swedish students that TIMSSs investigations showed in intercultural comparison within the years 1993, 1999, 2003 and 2007.

    The method is the ethnographical method, which is based on: analyzing scientific theories about learning child/student development, factors which controls process of learning, and factors which controls process of learning the most and qualitative empiric investigation with qualitatively analyzes the questionnaires, which is about factors which are controlling the process of learning and factors which are controlling the process of learning the most.

    Result of the theoretical and empiric analyzes shows that factors as school environment, attitude for subjects and teaching, controls and influence the learning. To end a unenthusiastic tendency as a negative development of mathematical knowledge among students that is shown in TIMSS investigation and to elevate the students' performance in mathematics, an elevated qualitative account and teaching in mathematics, by the factors named. Safe school environments as the intercultural meeting place, the teachers influence part to the students' subjects' attitude in mathematics and goal related grading criteria in teaching, is all required for e qualitative teaching in mathematics.

  • 465.
    Karlsson, Sandra
    Södertörns högskola, Lärarutbildningen.
    Att förstärka med svenskan: En kvalitativ studie kring pedagogers syn på engelskundervisningen för elever med annat modersmål än svenska i årskurs 12011Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    English is an international and global language that students, regardless of mother tongue, encounter in their everyday lives. In Sweden, students are introduced to English teaching in year 1, 2 or 3, and in some cases, year 4. English teaching can sometimes be problematic when the language of instruction often consists of Swedish, which for second language students becomes a challenge to acquire new skills in a week language.

    The study aims to examine, with a qualitative study, how pedagogues plan and implements English teaching in first grade with students whose mother tongue are other than Swedish. Further, the aim was to examine how pedagogues say they relate to the fact that second language pupils participating in English lessons and if they think it affects their English teaching.

    The conclusions is that the pedagogues has probably not been problematized the phenomenon examined and say they do not adapt their teaching. In the interviews reveals information about the teaching method which, in my opinion, indicates that, unconsciously, adapting their teaching when they have second language students. Furthermore, the study points out the importance of English as language of instruction when there is a more equal situation for all students regardless of language. Second langue students do not need to go through the Swedish language to be taught in English.

  • 466.
    Karlén, Camilla
    Södertörns högskola, Lärarutbildningen.
    Matematikhjälp över internet via Windows Live Messenger: En modern metod som passar de flesta?2010Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This thesis studies two projects where Windows Live Messenger is used in order to assist, coach and tutor students in mathematics. The study takes its theoretical basis in the socio cultural theories and Vygotskijs theory of the proximal development zone. A combination of self-studies and assisted learning is crucial according to Vygotskij.

    Homework is a popular tool in the Swedish educational system even though its effects on the individual learning are sometimes questioned. Social, economic and sometimes ethnic factors result in very different conditions for different individuals. The two studied projects tries to bridge these differences by providing coaching and assistance remotely using computers and instant messaging technology.

    The thesis shows that the coaching is popular with the students because of the easy access to help and because they get good help from the coaches. The usage pattern however seems to fit both the strong and the weak students.

    The study also shows that the homework help which is provided by the projects is used both by people that have access to other means of tutoring and help and those who don’t. So this form of coaching may also provide a good complement to traditional one to one teaching with real life meetings.

  • 467.
    Kartal, Dilcan
    Södertörns högskola, Lärarutbildningen.
    Förberedelseklasser: Några fördelar och nackdelar2004Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Det här är en uppsats i pedagogik om förberedelseklassen, vars syfte är att undersöka om det är positivt eller negativt för invandrar- och flyktingbarn att gå i en förberedelseklass, och även modersmålets påverkan på förberedelseklassen. För att få en inblick i vad en förberedelseklass är börjar uppsatsen med en bakgrundshistoria och fortsätter sedan den med att gå in lite närmare på några områden. Dessa områden är trauma – krigsupplevelser, den första tiden, överslussningen, modersmålet, samarbete med föräldrarna och lärarrollen. Metoden består av två undersökningar, den första handlar om modersmålsundervisning där fem elever intervjuas i förberedelseklassen och en diskussion med två modersmålslärare. Denna undersökning har jag för att jag anser att modersmålet är en så stor del av förberedelseklassen, och det är även därför som modersmålet får ett större utrymme i det teoretiska perspektivet. Den andra undersökningen handlar om förberedelseklassen, som består av intervjuer med fyra förberedelseklasslärare för att få en uppfattning om hur det fungerar i realiteten och även för att se över de positiva och negativa aspekterna kring förberedelseklassen.

    Det dessa undersökningar resulterar i är att det finns både negativa och positiva attityder kring modersmål och likaså positiva och negativa aspekter kring förberedelseklasserna. Det alla invandrar- och flyktingbarn dock behöver för att klara sig bättre i en förberedelseklass är just användning och förståelse för modersmålet, då denna blir en länk mellan det nya svenska språket och kulturen och det egna modersmålet och dess kultur. Vidare är förberedelseklassen nästan en nödvändighet för de barn som kommer till Sverige som flyktingbarn utan minsta skolbakgrund på grund av att dessa barn måste först och främst lära sig alfabetet innan de kan börja i en ordinarie klass. Dessutom behöver vissa även bearbeta sina traumatiska upplevelser för att de ska kunna fungera som en hel person i klassrummet. Men det finns även en annan sida, en annan grupp av barn, nämligen de som har utmärkt skolbakgrund och deras upplevelser har inte varit så dramatiska. Dessa barn behöver kanske inte gå i förberedelseklass alls då det bara är språket som fattas, ett språk som de kan lära sig snabbare i en redan svensk talande klass.

    Jag avslutar uppsatsen med att säga:

    ”Förberedelseklassen är bra och behövs, men den kan bli mycket bättre. Det finns de som behöver den men många som skulle klara sig utan den".

     

  • 468.
    Kasarji, Joli
    Södertörns högskola, Lärarutbildningen.
    Hur arbetar man i en förberedelseklass utifrån Skolverkets mål och riktlinjer: En undersökning om hur två lärare arbetar med nyanlända elever i en förberedelseklass.2009Självständigt arbete på grundnivå (högskoleexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Denna uppsats syfte är att undersöka hur man arbetar med nyanlända elever i en förberedelseklass i en söderförort i Stockholm och hur detta stämmer överens med styrdokumenten och Skolverkets mål och riktlinjer för nyanlända elever. För att uppnå detta syfte har det gjorts två kvalitativa forskningsintervjuer med två förberedelseklass lärare varv en veckas strukturerad icke deltagande observationer i förberedelseklassen. Skolverket har format mål och riktlinjer för de nyanlända eleverna som ska fungera som en läroplan för dessa elever. Det har visat sig i studien att även om Skolverket säger att man ska ta hänsyn till varje nyanländ elevs bakgrund, tidigare erfarenhet, kunskap och språk är det inte lika lätt att göra detta i praktiken. Det har även framkommit att det är svårt att utgå från Skolverkets mål och riktlinjer när det gäller alla nyanlända elever eftersom eleverna i förberedelseklassen kommer från olika förhållanden. Huvudresultatet för studien är att man i den undersökta skolans förberedelseklass försöker följa Skolverkets mål och riktlinjer med de resurser som skolan har för att få det bästa resultatet. Man utgår även från att arbeta med den enskilda individen beroende på vad den har med sig för upplevelser från sitt hemland och beroende på vart den befinner sig i sin utveckling.

  • 469.
    Kaspersen, Kristian
    Södertörns högskola, Lärarutbildningen.
    Könsförvirring: En narrativ studie av normbrytande genus i barndomen2010Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This essay deals with non-normative gender expressions during childhood. I’m using narrative theory and methods to analyze autobiographical narratives. My questions are:

    • What strategies does the non-normative person use to deal with his otherness?
    • Using the methodological analysis tool ”turning point”, where are the turning points in the narratives? Are their any common turning points in the various narratives?
    • Where is the responsibility placed in the narratives for that someone does not fit in by the adults/ staff at the school/kindergarten- on the non-normative person or at the surroundings?

    The experiences are interpreted through theories and concepts from queer theory and gender theory. The study reflects the importance of an anti-oppressive pedagogy in school.

     

     

  • 470.
    Katarina, Holmström
    Södertörns högskola, Lärarutbildningen.
    Att bedöma kvalitet i förskolan: Vad föräldrarna vill ha!2011Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The Swedish preschool combines both education and care from a holistic point of view. This makes it even harder for both parents and the educators to make an objective evaluation on their own preschool. In Sweden we are proud to have one of the world’s best preschools. It is regulated by the government and is obligated to undertake critical evaluation from the state and the parents that are the consumers of these services. I have chosen to look closer on how these quality reports are made and how they are used by the preschool. Is it even possible to make such evaluations based on so very different ideas on quality as a concept? What is con-sidered good quality from the parent’s point of view and what do the government mean with good quality? In my investigation I interviewed parents and asked them on this subject. In this report I will present the result of these interviews. I have looked at previous researches on this subject and my results gave a picture of miscommunication between the parents, the state and the preschool. The parents are valuing good care in a safe environment by engaged teachers in the preschools. The state and the preschools mostly focus on the quality of the children’s edu-cation and how the preschool´s work with the values that the curriculum stipulates.

  • 471.
    Kauppinen, Christer
    Södertörns högskola, Lärarutbildningen.
    Bland barn, lasersvärd och lejon: Hur förhåller vi oss till och tar tillvara barns kulturella erfarenheter?2011Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This essay, with the title: Among children, laser swords and lions. – How do we approach and utilize the cultural experiences of children? is an approach to participate in a scientific discussion in the field of cultural experiences. This text is an attempt to show the importance of paying attention to, how children express themselves, and place their activities in social and cultural contexts. By doing so and approaching children and their activities with an intercultural point of view, I can use my new found knowledge and use it to stimulate their future learning progresses in different fields. This could also be used to help me as a preschool-pedagogue to notice differences in behaviour among children. By approaching this topic from an intercultural point of view, I can receive knowledge or understanding of why these differences occur.

  • 472.
    Kelly, Caroline
    Södertörns högskola, Lärarutbildningen.
    För pengarna eller framtiden?: En kvalitativ studie av hur elever förhåller sig till studiemedel2012Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This paper investigates how Swedish upper secondary school students relate to the financial support available from the Swedish state of education. It also looks at the attitudes of such students to the new CSN[1]truancy rules as they apply to school politics.

    Is there a difference in students’ attitude to these truancy rules and does that difference depend on the students’ socio-economic standard, whether they come from a wealthy background or a marginalised society or whether they are ethnic Swedish? Does this in any way affect the attitudes of the students?

    This financial support is only paid to those students who do not skip school. If they lose their right to this contribution because of truancy, their parents will also forfeit the right to the financial subsidies to which they may be entitled. Naturally, this may affect students in different ways, depending on what kind of financial situation their family is in.

    Do some students go to school out of their own financial interest or out of that of their parents? Through focus-group interviews, students have expressed their opinions, told about their experiences and stated their attitudes with regards to these matters. The results of these interviews are based upon which school they go to and where the school is situated and these results have subsequently been analysed through Max Weber’s and Immanuel Wallerstein’s sociological theories about society, nation, class and gender.

    [1]Centrala Studiestödsnämnden- Swedish Financial Aid for Studies

  • 473.
    Kerimo, Silvia
    Södertörns högskola, Lärarutbildningen.
    Lärare och ledarstilar i klassrummet: utifrån ett elev- och mångfaldsperspektiv2009Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The aim of this thesis is to explore from a cultural diversity perspective, students 'views on teachers' leadership styles in the classroom and what style of management students prefer. The study uses a qualitative methodology to interviewed focus groups of students consisting of a total of twelve students at a secondary school in Botkyrka municipality. The corpus was divided into three different groups. Overall, results showed that students seem to prefer an intercultural situational leadership style. This is based on the students expressed need of wanting to be understood on the basis of their cultural background. That means that the teacher according to their background,  situation and knowledge should adapt leadership. Teachers should also be leaders who maintain balance, responsiveness and flexibility in teaching style in order to increase the motivation of students.

  • 474.
    Kerio, Roula
    Södertörns högskola, Lärarutbildningen.
    Matematik kommunikation utifrån lärarnas uppfattningar: En kvalitativ studie som bygger på sex matematiklärares uppfattningar av kommunikations betydelse för elevernas lärande i matematikämnet2010Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this thesis was to examine teachers’ perception of communication in the Mathematics lesson. I wanted to find out how teachers look at communication as a didactic manner and how they view their role in encouraging communication and discussion during the Mathematics lesson and what communication can contribute to students’ learning in Mathematics, according to their beliefs. I have chosen a qualitative approach; I have interviewed six Mathematics teachers working in three different schools. I assume Vygotsky’s theories of language and learning, Piaget’s theory of accommodation and assimilation and Löwings- and Kilborn’s description of various types of language and communication in the Mathematics lesson.

    I have found that a common understanding of the six teachers is that communication between teachers and students as an important factor when the teacher explains new stuff or discusses students’ misunderstanding of a mathematic problem. Communication between students was less important for the teachers. Teachers’ role in creating space for communication was limited, experienced the teachers. They feel that many obstacles that prevent communication during the Mathematics lesson, for example, the traditional approach of teaching Mathematics in schools and the lack of mathematical language of the students.

  • 475.
    Khajadorian, Anouch
    Södertörns högskola, Lärarutbildningen.
    Varför väljer föräldrar en kristen friskola?2012Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this essay is to illustrate the ideas that have influenced parents' choice of a Christian private school and how parents justify their choices. The essay also aims to examine the expectations that parents have in the schools, as well as the pros and cons as they consider private school compared to other schools.

    My study is based on qualitative data collected through interviews with parents who have chosen to place one or more of their children in a specific Christian private school. Using a qualitative approach has made it possible for me to get a deeper understanding of this investigation. I have also used the previous research on this field and theoretical starting points to explain and connect to my inquiry as Maslow's hierarchy of needs and the school Weber document types and identity in a multicultural society.

    The study shows that parents seek to or from the public school due to various reasons. To seek out a Christian private school depends on different reasons. These are the Christian profile and values that the school has, the mother tongue, the school's language targeting, school and class size, integration or segregation, support in the upbringing of the children, secularism, bullying as a reason to select (and deselect) a school. It also describes the parents' perceptions and expectations on this Christian private school.

  • 476.
    Khallagi, Mandana
    Södertörns högskola, Lärarutbildningen.
    En kär lek: En studie om gymnasieungdomars uppfattning av kärlek och kärleksrelationer2007Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

    This essay is a part of a project called “Young peoples representation of love and relationships” and was initialized in Barcelona in January 2006. The University of Barcelona cooperates with the University college of Södertörns Högskola to compare perception of love among youths in both countries. The project focuses on teenagers between 13-19 years of age. The project uses four types of questionnaires with questions about love, feelings, empathy and relationships witch were compiled by research workers at the University of Barcelona.

    “A Love-ly game” is a qualitative study that is based on a questionnaire-investigation made in a Gymnasium-school in a suburb south of Stockholm. The questionnaires can be answered both in writing and by drawing but deal with the same subject. The purpose of this essay is to study a group of young people in the ages of 16-18 years old and capture their view of love and relationships. The essay will present the qualities the young people consider as the most important in a relationship and also the variety of ways these are expressed. Out of this material the author has made an interpreting analysis out of which conclusions are presented.

    According to respondents the most vital qualities in a relationship are honesty, trust, affection and kindness. These characteristics are expressed in different ways in relationships, depending on the persons’ idea of what love and its’ meaning is.

  • 477.
    Khezri, Renas
    Södertörns högskola, Lärarutbildningen.
    Det handlar om att motivera: En studie om hur pedagoger motiverar elevers skrivande2008Självständigt arbete på grundnivå (kandidatexamen), 15 poäng / 22,5 hpStudentuppsats
    Abstract [sv]

    Vi lever i ett kunskapssamhälle, där vi är omringade av

    skriftspråket. Det i sig ställer höga krav på den enskilda individen och dennes skrivförmåga.

    Syftet med uppsatsen har varit att ta reda på hur olika pedagoger jobbar för att motivera omotiverade elevers skrivande, samt hur det dialogiska klassrummets vara eller icke vara påverkar skrivandet.

    Undersökningen är kvalitativ då jag för att nå mitt syfte har intervjuat fyra verksamma lärare. Resultatet baserar sig på lärarnas utsagor.

    Forskning visar att brist på motivation är ett hinder för inlärning samtidigt som det finns forskare som hävdar att barn av sin natur är sökande varelser, som inte behöver motiveras. När det gäller skrivning, visar forskning på att det nästan alltid är läraren som bestämmer vad som ska skrivas eller hur texten ska vara. Lpo 94 förespråkar elevinflytande, man menar att undervisningen ska utgå från deras behov och förutsättningar.

    Av resultatet framgår det att lärarna ser faktorer som tråkiga skrivuppgifter, otydliga instruktioner, brist på fantasi, minskad högläsning och för mycket datoranvändning som anledning till att elever inte känner sig motiverade till att skriva. Resultatet av min undersökning visar även att lärare på samma skola använder olika strategier för att motivera elevers skrivande, bl. a. använder man sig av bilder för att eleverna ska utveckla ett beskrivande tänkande. Genom att låta eleverna skriva på berättelser, där inledningen är klar, hoppas lärarna att eleverna kommer i gång snabbare. En återkommande mönster, är att lärarna inte låter sina elever bestämma skrivämne.

  • 478.
    Khosravani, Nazi
    Södertörns högskola, Lärarutbildningen.
    Matematik genom lek: en undersökning om barns matematikinlärning på två förskolor2010Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this study is to investigate the children’s mathematics learning through play. The questions to be answered are: how can teachers facilitate children’s mathematics learning through play? How can play affect children’s math learning? Are the children aware of the role of play in their mathematics learning?

    My method is based on interviews and observations. My informants are three teachers who work in two different preschools. I have interviewed the teachers and have been allowed to observe their work with the children. I have chosen to document the interviews and the observations with the help of a Dictaphone and digital camera. In the interviews, the teachers tell me that they try to capture and use mathematics in different contexts in everyday activities. They add that their duty is to actively work to draw the children’s attention to mathematical problems in an enjoyable and fun way. In my study, I clearly see that plays can facilitate the learning of mathematics.

  • 479.
    Kiely, Anna
    Södertörns högskola, Lärarutbildningen.
    Nivågruppering i Engelska: En fallstudie på en gymnasieskola i en Stockholmsförort2007Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

    The purpose of this degree thesis is to investigate what the English teachers in an upper sec-ondary school, think about teaching students in ability grouped classrooms. The questions that I have set out to investigate include what the teachers think about ability grouping in English, the school’s current organisation of ability groups, the pros and cons of ability grouping in English, differentiation in teaching and if students get more individualized teaching with abil-ity groups, how the teachers cooperate and what would be the optimal teaching situation in an English learning classroom.

    I did a lot of theoretical research on the subject and studied old essays on similar subjects. I also did some classroom observations to use as background information for my interviews. I interviewed five teachers of different sex, age, and teaching experience. The teachers clearly had different views on the pros and cons of ability grouping and how to deal with the stu-dents’ different levels of English. They all agreed on the advantages it creates for the teachers, the main advantages being the small groups and the students being on almost the same level. They also agreed on the difficulty of individualised teaching, even with ability groups. Most of them also agreed that the main problem with ability grouping is how to deal with the weak-est or most basic level. It’s important that they have good pedagogical teachers who want to teach them and know how to. It also leads to problems amongst the teachers, in deciding who should or wants to teach which group and how to teach on a certain level. The teachers all had different ideas on how to improve the organisation of English teaching, from small mixed groups or only two ability levels, to a rotation of teachers between the groups and the different areas of English. In conclusion, upper secondary students are used to different groups, since they have chosen not only schools, but programs and individual courses. If the goal is small groups in English, maybe ability grouping is a possible solution. But above all, it has to be a possibility for the students, not the teachers.

  • 480.
    Kilden, Zanne
    Södertörns högskola, Lärarutbildningen.
    Det undersökande förhållningssättet i matematikundervisningen: En undersökning av läromedel för årskurs 6 i Sverige och Danmark2006Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [sv]

    Denna C-uppsats utgår i från den omfattande debatten i samhället om elevernas matematikkunskaper i dagens skola. Arbetet har i hög grad motiverats av Skolverkets kvalitetsgranskning ’Lusten att lära’ från 2003, som har visat att matematikundervisningen i Sverige många gånger domineras av läroboken och saknar variation, kreativitet, aktivitet och att appellera till flera sinnen. Arbetet har syftat till att beskriva det undersökande förhållningssättet i matematikundervisningen utifrån forskning och teori samt att undersöka hur detta tillämpas i läromedel för årskurs 6 i Sverige och i Danmark. Jag har i arbetet tagit del av teori om lärande och matematikdidaktik med fokus på det konstruktivistiska perspektivet. Utifrån denna teoriram har jag utvecklat en analysmodell. Åtta utvalda läromedel har undersökts utifrån denna analysmodell med fokus på kriterier kring uppgiftens karaktär, elevens agerande och olika inlärningsstilar. Analysens resultat är att de fyra svenska läromedlen utgör en relativt homogen grupp med en rätt begränsad tillämpning av det undersökande förhållningssättet. De fyra danska läromedlen visar jämförelsevis på större variation. I dessa läromedel tillämpas det undersökande förhållningssättet på olika sätt och läromedlen ger mer och kvalitativt bättre stöd till hur undervisningen kan se ut. I dessa läromedel uppmanas eleverna att vara aktiva och utmanas undersöka matematiska samband både på den konkreta nivån och på den abstrakta nivån. Analysen har ledt till diskussion och formuleringar av en mängd nya och intressanta frågeställningar som framtida forskning kan bygga vidare på.

  • 481.
    Kinnestad, Marlene
    Södertörns högskola, Lärarutbildningen.
    Det obligatoriska skolväsendets pedagogiska strategier i arbetet med elever som har AD/HD.: Pedagoger i en integrerad respektive segregerad undervisningsform berättar och beskriver2009Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The survey aims to highlight and describe how the schools' teaching strategies look like in the work of pupils from the neuropsychiatric disability AD/HD (Attention Deficit / Hyperactivity Disorder). The pedagogical strategies have been investigated in an integrated and segregated teaching method. The study is qualitative in nature where the interviews conducted, first with a student who has been diagnosed AD/HD but also with teachers from each school who is well versed in student teaching and work. The results of the study show that knowledge and commitment about AD/HD is crucial to students' role and function in school. If knowledge and commitment is sufficient for the student teaching tailored to student needs and the risk of misunderstandings occur decreases. Security is a key factor for students who have been diagnosed AD/HD and learning form in itself is no guarantee that students will feel safe. Students have in the two teaching methods stressed that they feel safe at school and with their education and therefore has no teaching method preferred. It's more about building relationships, which in turn is essential for the students to embrace the teaching strategies at all. Building relationships with students also need their pedagogical strategies. They are determined in turn by the patience, time, reliability and solid understanding. The conclusion of the investigation, regardless of the type of instruction form the pupil is given, is that knowledge and the willingness of school personnel to understand the neuro-psychiatric disability AD/HD is necessary for the pupil needs to be able to satisfy.

  • 482.
    Kirim, Fatma
    Södertörns högskola, Lärarutbildningen.
    Fri leg i daginstitutionerne: En kvalitativ undersøgelse i multietnisk og monoetnisk daginstitution, om fri legens betydelse for børn og pædagogernes rolle i det2010Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This work is about the study of the children's free play in kindergartens. The study aims to investigate what significance free play has in kindergartens and what role pedagogues have in their children's free play. This study was conducted in two different kindergartens located in the same municipality.  One of the kindergartens is located in a monocultural area and the other in a multicultural area. That provides the opportunity to explore what differences exist between the two kindergartens. A qualitative investigation, consisting of interviews and participatory observation, was performed to answer the above research questions.

    The results confirm my own original conviction that the free play develops children's social interaction, fantasy and language. The pedagogues role in the children's free play is to help children during their free play, to give them confidence, to make them happy, to give them new and developmental toys and to provide an environment to safe play in. 

    The difference between the monocultural and multicultural kindergarten was that children with multiethnic background had problems with understanding each other because of differences in language, and this affected their social interaction and fantasy, thus their playing too. The pedagogues had to make an extra effort in helping these children to start to play together.

  • 483.
    Kiryakos, Fady
    Södertörns högskola, Lärarutbildningen.
    "En skola för alla" med specialklasser?: En intervjustudie bland lärare angående deras uppfattning om specialklasser2012Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This study is about different teacher’s ´conception of remedial classes and its function in Today´s School. “A school for everyone” the utopia that all schools and teachers aspire for. All pupils, regardless of ethnic background, class, and religious affiliation should be able to go to school without being segregated and are seen as different. A large part of the research at this moment shows a picture of segregated schools with remedial classes. If remedial classes cause segregation or inclusion is a dilemma that should be highlighted and discussed. Pupils who are in need of special support should be supported, without being segregated and perceived as different.

    To perform this study, qualitative interviews were made. Seven teachers have participated and gave their views on remedial classes and what function they fill for the school.

    My theory that has been used highlights two conditions at school. One is segregating integration with the compensatory perspective (kompensatoriska perspektivet), and the other is including integration with the democratic participatory perspective (deltagarperspektiv). The result shows that the teachers who were interviewed, despite the intentions of the  “A school for everyone” and with all risk that remedial classes carries with it, consider it compensatory perspective should be followed to accommodate all the pupils’ needs according to their conditions.

  • 484.
    Kiviniemi-Svensson, Johanna
    Södertörns högskola, Lärarutbildningen.
    Övergång mellan förskola och förskoleklass: En inblick i hur pedagoger ser på kunskap, social förmåga och samverkan.2011Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The curriculum of the Swedish school system explains how the transitions between the preschool class and the pre-school should be. The co-operation between the organisations should aim for a long term perspective with the students learning process in mind (Lgr11).

    The pre-school has almost the same aim in their curriculum, as the curriculum of the Swedish school system.

    The aim with my study is to examine how the teachers from the different organizations relate to knowledge and how they look at the students social interactions. Also how the transition between the pre-school and the pre-school class is viewed from their point of view. 

    • How do the teachers from the different organisations comprehend knowledge?
    • How do the teachers from the different organisations comprehend the social abilities?
    • How do the teachers from the different organisations work and interact in terms of the transition between the pre-school and the pre-school class?

    The study that has been made is about the transitions between the pre-school and the pre-school class. It´s been investigated by doing interviews with teachers from both the pre-school and the pre-school class. The result from these is that the teachers from the different organisations have the same view about knowledge and social interactions. They didn´t have the same view at Co-operation this because their organizations was structured in a different way and also they hadn´t any guidelines to follow.

  • 485.
    Klaasma, Susanne
    Södertörns högskola, Lärarutbildningen.
    Vem bestämmer vilken historia som är min?: Kvalitativ undersökning av processen som föranligger uppkomsten av kurs- och ämnesplanerna samt kunskapsbegreppet för Historia A på gymnasiet2011Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syftet med detta arbete var att undersöka processen i uppkomsten av nya kurs- och ämnesplaner. För att uppnå syftet gjordes en institutionsanalys där skolans olika maktcentra analyserades. Som en del i syftet undersöktes kunskapsbegeppet i två gymnasiala kurs- och ämnesplaner, detta för att se hur processen i utarbetandet av kurs- och ämnesplaner hänger ihop med kunskapsbegreppet. Metoden som användes i analysen av kurs- och ämnesplanerna var ideologisk textanalys där fokus låg på att ringa in ideologiskt färgade begrepp. Arbetets resultat blev att processen i uppkomsten av kurs- och ämnesplaner är byråkratisk och organisatorisk med flera maktcentra som är delaktiga vilket leder till att kurs- och ämnesplanerna kan ses som politiska maktutövningar. Ett tydligt resultat blev också att kunskapsbegreppet i kurs- och ämnesplanerna färgas av den politiska diskurs och de politiska kompromisser som finns i samhället vid tiden för utformandet av kurs- och ämnesplanerna.

  • 486.
    Kleresjö-Larsson, Susanne
    Södertörns högskola, Lärarutbildningen.
    Ger läroplanen vägledning?: En fallstudie i hur personal på förskolan tolkar och resonerar kring förskolans uppdrag2012Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    I intend to examine how teachers interpret the purpose of preschools and the national curriculum and how they handle any problems rising due to the fact that the curriculum is just an instructional document and freely interpreted. Personnel working within the school system have different opinions on how to maintain a functional educational activity. How do they interpret the national curriculum and why? Are there any similarities or differences between different teacher’s views and is it possible to approach this in a constructive way? Is it really possible that personnel working at Swedish preschools are unaware of their purpose or is there another explanation?

    In this study I have worked according to the qualitative method and have been conducting interviews with the possibility to open follow-up questions with room for interpretation. A total of six people on four different preschools have been interviewed and their answers have been analyzed as a whole.

    The result from these six interviews shows that there are both differences and similarities in their interpretations of the purpose of the Swedish preschool. Something they are very aware exists. They offer several solutions, for example time dedicated to meet and reflect on how they intend to fulfill their task. They also state that they lack the more structured methods, resources and time. The difficulties in implementing the national curriculum in the educational activity are the lack of discussion between teachers and their personal interpretation of the curriculum. In my study of four preschools, the curriculum is used in a very small portion in some of them. Preschool personnel are lacking in time, resources and an authority figure to implement the national curriculum in the daily activities.

  • 487.
    Klerkefors, Sarah
    Södertörns högskola, Lärarutbildningen.
    Det finns en hel karta av påverkansmetoder: Gymnasieelevers påtryckningar i betygssättningsprocessen2007Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

    The setting of pupils' final grades in the Swedish upper secondary school system is the responsibility of their teachers and once grades are set, they are not open to appeal. This can be compared with the British system where an external, central examination board sets the final grades based on the result of externally marked examinations (A-levels). These grades are then open to appeal if it is felt that an injustice has been made.

    This research paper has been an investigation into how pupils in one Swedish upper secondary school attempt to influence their teachers in the grade-setting process and how these teachers are affected by these different methods. Five teachers in total were interviewed in a qualitative case study. The study has also taken up the controversial issue of how grades, which are set individually by thousands of teachers across the country, can be deemed to be fair and equivalent.

    The study revealed that pupils employ many different methods when trying to influence their teachers in the grade-setting process e.g. bribery and negotiation, threats of physical violence, psychological pressure and blackmail as well as flattery. It was established though, that out of all the interviewed teachers, not one of them claimed to have been influenced by the pupils' behaviour. However, all the teachers admitted that their emotional wellbeing was affected negatively in one way or another by the psychological strain.

    Finally, whilst the study showed that the interviewed teachers set grades fairly and equivalently in that they were not influenced by the pupils' behaviour, none of them believed that the system had a chance of functioning effectively on a nationwide basis due to grading discrepancies occurring between teachers and schools.

  • 488.
    Klitse, Siiri
    Södertörns högskola, Lärarutbildningen.
    Orden "dagis" och "förskola" i 1968 års Barnstugeutredning: En textanalytisk studie om balanserandet mellan omsorg och pedagogik2012Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The aim of this study is to examine the language, used in parts of The day care report of 1968 (“1968 års Barnstugeutredning”). The day care report of 1968 was a public investigation appointed by the cabinet intended to prepare new policies on the part of the Swedish state.  I focus on the change, which can be assumed to have occurred, when replacing the names “day care” (“dagis/daghem”) and “kindergarten” (“lekskola”) with the name “preschool” (“förskola”). The basic questions mainly concern the language in the report, and specifically how its authors use the names “day care” and “preschool”. The study also involve the question of what intentions can be distinguished from the new use of the name “preschool” instead of the name “day nursery”. The method is based on a text analysis applied to chosen parts of The day care report of 1968. The study is focusing on what effects the authors had concerning the words and names they were using. The theory I have used is that about power and discourses, introduced by Michel Foucault. The result shows that existing discourses affected the use of language in The day care report of 1968. The conclusions show that one of the intentions was to create an identity for preschool distinct from the identity of school. It also shows that the development of the preschool was characterized by two conflicts. The first one concerning the relation between the preschool and the school, and the second one put the function of the preschool in question. Should the preschool focus on learning or care, or should it bring together those functions in order to find its basis of work? Finally, it seems like that question is still alive today.

  • 489.
    Kocic, Biljana
    Södertörns högskola, Lärarutbildningen.
    Matematik med stil: och olika inlärningsstilar2007Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [sv]

    Idag ser undervisning i matematik i stort sett ut så att elever får gemensamma genomgångar och sedan uppmanas de att själva räkna de uppgifter som finns i boken medan läraren går runt och hjälper till. Vissa elever tycker att detta arbetssätt inte främjar motivation för lärande och att det inte finns anknytning till vardagslivet. Vissa tycker att det är ett bra arbetssätt som passar dem. Skillnaden beror på att vi människor lär oss på olika sätt, vi har olika lärstilar. I uppsatsen presenteras VAKmodell. Enligt modellen har personer visuell, auditiv eller kinestetisk lärstil, medan matematikundervisning har visuell, auditiv eller kinestetisk inlärningsmodalitet. Undersökningen visar vilka inlärningsmodaliteter som dominerar i matematikundervisningen på grund- och gymnasieskolor, vilka elever som gynnas/missgynnas i skolan och om lärare föredrar att välja undervisningssätt med samma modaliteter som deras egen lärstil. Slutsatsen är att undervisningen är bäst anpassad till elever med visuell lärstil medan de flesta av eleverna är kinestetiska. Majoriteten av matematiklärare har en visuell lärstil och föredrar undervisningssätt med visuella inlärningsmodaliteter.

  • 490.
    Kolesar, Daniel
    Södertörns högskola, Lärarutbildningen.
    The Silent Minority - An Examination Surrounding the Rejection of 2007Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

    On March 28, 2007, at a national conference concerning Special Education in Norrköping Jan Björklund, School Minister for the Alliance Party of Sweden announced that the previous Government's proposal for changes to the existing Special Education System would be rejected. This proposal known as “Quality and Cooperation – Education for Children, Youths and Adults with Disabilities” (Kvalitet och samverkan – om utbildning för barn, unga och vuxna med utvecklingsstörning)was based upon a four year study done by the Carlbeck Committee aimed at a general overhaul of the Special Education System and focusing in particular on bringing Special Education into closer contact with the normal Education System.

    This decision was met with shock and amazement from the conference members, and following the conference from members of the Swedish Downs Syndrome Association as well as FUB – "The Swedish National Association for Persons with Intellectual Disability", and researchers in the field of Disability Studies. The decision, according to them, moves in the opposite direction to the international movement towards a more inclusive perspective on education. This study examines “For Us Together”, the document upon which the rejected proposal was based upon, interviews from the individuals engaged in the Special Education field, and “More Knowledge - A Modern Educational Proposal” a proposal from the Alliance government regarding changes to the Educational System. This information is then filtered through the Pedagogical theories of Peder Haug, A Norwegian Researcher, found in Pedagogical Dilemma – Special Education.” The aim of the study is to shed light upon, and eventually speculate upon the reasons for this decision, as well it's possible consequences.

    The conclusions reached involve issues such as: The Educational System's obligation to provide the tools necessary to live and succeed in Society; a raising of the national consciousness concerning Sweden's tendency towards Compensatory Special Educational solutions; the possibility of future advancements in Special Education towards a satisfactory treatment of all involved.

  • 491.
    Korkmaz, Muhude
    Södertörns högskola, Lärarutbildningen.
    Leken: En studie om kommunikation i fantasilekar2011Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The aim of this study was to examine how children in the age of 5 are communicating in play at the preschool and how their fantasy games are different from each other. In this study, I have gained a greater insight on how to control children's imagination games.

    My approach has been the observation of three fun times where I also used me out of a voice recorder to record children's voices when their children are communicating with each other during the time of play at the preschool.The results of my study showed that children's fantasy games based on children's past experiences in which children use different themes and characters. The children's communication activities are different from each other. Children have different themes but the deck is based on imagination and communication.Fantasy games that children perform is rooted in the experiences that children get through to experience and see the reality

  • 492.
    Kourieh, Gladys
    Södertörns högskola, Lärarutbildningen.
    Anpassad undervisning till sent anlända elever: Hur ämneslärare på högstadiet anpassar undervisningen till sent anländna elever2007Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

    This research paper has examined how three teachers in a Swedish state secondary school adapt their teaching to immigrant pupils aged 13 to16 who have recently arrived in the country. The study is based on observation in the classroom and interviews with the teachers. The study showed that all the teachers adapted their teaching methods in the different subjects by actively working with language development during their lessons. The methods employed included explaining words and definitions, using visual methods of teaching and setting frequent written exercises. In this way the pupils developed their language skills whilst covering the subject coursework. The result also showed that the interviewed teachers agreed that all teachers in the school with immigrant pupils required a basic knowledge of how teaching methods should be adapted to pupils studying a second language. Finally the study showed that there is a limit of time, personnel, finances and the ignorance of recently arrived pupils’ previous school records meant their chances of positively adapting their teaching methods were further restricted. .

  • 493.
    Koy, Didan
    Södertörns högskola, Lärarutbildningen.
    Lärarens syn på sociala konflikter mellan eleverna2009Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 494.
    Kreuzer, Rikard
    Södertörns högskola, Lärarutbildningen.
    Varför bor Luis i slummen?: En kvantitativ undersökning om hur folk framställs i en serie skolböcker2008Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

    Teching aid in form of schoolbooks plays an importent role. The teacher uses schoolbooks as a tool in its tutoring. I have examined how and whether the pictures in the schoolbooks are presenting people and ethnic minorities biased and stereotypical. The material I have examined consisted of a series of schoolbooks (So-direkt 1-3, samhällskunskap av Bonnier 2003).

    To find out if that is the case I have used a theory by Stuart Hall, his theory is about people and how they are represented in different types of media, like pictures and text. I studied it by using the method of image analysis where I investigated and interpreted the denotation and konnontation of the pictures. Through image analysis I have looked at, examined and interpreted pictures that shows people in rich or poor contexts. From that I discoverd that people does not depict stereotypicaly in the pictures, but i did find myself seeing that people are positivly and/or negatively depicted depending on who are shown in the picture. Ethnic minorities are underrepresented in this series of books. Pictures which are depicting ethnic minorities are only shown in a total of nine pictures. In the way that these books are presenting Swedes they are only showing one typ of Swede. That Swede is nearly always light-skinned and has either blond or brown hair. The diversity that exist in reality is not representet in these schoolbooks. These schoolbooks tend to present certain people more positively then others through the pictures they depict. When it comes to show the environment and people it is done by showing the swedish population living in wealth. Swedish people are seen consuming and producing commodities, you can also see a variety of technological machines as tv:s, cellphones, phones, cars, computers, airplanes and trains surrounding them. Other people who are dark-skinned tend to be presented in a poor enviroment and in a negativ way in pictures.

  • 495.
    Krishnaswamy, Rosemarie
    Södertörns högskola, Lärarutbildningen.
    Äro wi då Jordens Styf-barn?: Kvinnoideal i småtryck under andra hälften av 1700-talet2007Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
  • 496.
    Krishnaswamy, Rosemarie
    et al.
    Södertörns högskola, Lärarutbildningen.
    Kassman, Per
    Södertörns högskola, Lärarutbildningen.
    ”Vad gjorde kvinnorna när männen skrev historia?”: En analys av gymnasieskolans läroböcker i historia2008Självständigt arbete på grundnivå (kandidatexamen), 20 poäng / 30 hpStudentuppsats
    Abstract [en]

    During our teacher training, focusing on history and Swedish at further education level, we have noticed a discrepancy in the way history is portrayed in further education and higher education literature. Accounts of historical ideas, events and developments have often wrongly been depicted as non-gender specific, that is, of equal relevance to both men and women. To what extent is it made clear in further education textbooks that Rousseau’s treatise on education was exclusively aimed at the male gender, and how are the gender-specific aspects of his ideas described? What role and space are set aside for women in the accounts of the struggle for the universal right to vote in Sweden at the turn of the century in 1900, and how is the unions’ initial exclusion of female workers portrayed? Focusing on the above historical events and developments, this study aimes to examine whether or not gender-specific issues are described as gender neutral in a selection of history textbooks for further education published in Sweden between 1982 and 2003.

  • 497.
    Kroon, Louise
    Södertörns högskola, Lärarutbildningen.
    ”Jag skötte skolan trots att jag egentligen mådde väldigt dåligt”: Skolans hantering av duktiga-flickor-syndromet2007Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [sv]

    Uppsatsen behandlar ämnet unga högpresterande flickor som mår psykiskt dåligt. Syftet med undersökningen var att ta reda på hur skolan kan upplevas för någon som är drabbad av detta samt att få konkreta exempel på hur arbetet kan se ut på en gymnasieskola gällande detta problem.

    Metoden som användes var kvalitativa intervjuer och litteraturstudie. Fem intervjuer och litteratur som behandlar ämnen som självmord, depression, ångest samt ätstörningar har varit grundläggande för undersökningen.

    Den viktigaste slutsatsen är att det krävs ett annorlunda angreppssätt från skolans håll om vi vill förändra utsikterna för högpresterande flickor med psykiska problem. Det krävs bl.a. att fler lärare tar sina elever på allvar, är uppmärksamma på hur de mår samt har större kunskap på detta område.

  • 498.
    Kullander, Cecilia
    et al.
    Södertörns högskola, Lärarutbildningen.
    Jansson, Sara
    Södertörns högskola, Lärarutbildningen.
    Skolbetygens roll i den sociala reproduktionen: Gymnasieelevers upplevelser av betyg och livschanser2005Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
  • 499.
    Kullberg, Tove
    Södertörns högskola, Lärarutbildningen.
    Ljudmiljön i skolan: Om hur lärare kan påverka sin arbetsmiljö2008Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

    My essay is on the subject of teachers work environment with focus on noise and communication. In the essay questions are raised on how a teacher can influence his or hers noisy work environment. A school is a large work place with many employees and is owned and administered by the county municipality which is an even bigger workplace. How big an acting space does a teacher have in such a large organization?

    My methods of research on these questions have been to conduct interviews and analyzing documentation from The Swedish Work Environment Authority. The Swedish Work Environment Authority inspects workplaces and conducts work environment inquiries by inspecting and discovering misdoings/abuses. They put high demands on workplaces by imposing a high fine. I have investigated a preschool and an upper secondary school that have had problems with their noise environment.

    The result of the research is that a teacher, to a certain extent, can influence his or hers work environment, but that the teacher needs support from The Work Environment Authority in order to achieve real change. When the employee has risen the issue of a noisy work environment there has been no immediate response from the board of directors in the municipality. In the upper secondary school there were no major changes despite The Work Environment Authority imposing a large fine.

  • 500.
    Kurt, Ster
    Södertörns högskola, Lärarutbildningen.
    Åtta högstadielärares uppfattningar om matematik2010Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This study aims to highlight and analyze eight secondary teachers' views and thoughts on mathematics. Hopefully this study will provide a deeper understanding of how teachers think and reason about their subject and how this affects their teaching. The study was conducted using a qualitative interview method, based on interviews with eight middle school teachers who teach in school mathematics for grades 6 - 9. The interviews were recorded and then transcribed and analyzed. After the interview analysis one can conclude that the teachers’ thoughts concern three main themes: the importance of mathematics, children’s lack of basic knowledge and the teachers’ lack of time.

    In discussion and analysis the teachers conceptions of the own subject is being analyzed, and that is the foundation of this study. The conclusion of the study is that the teachers included in study, feel like outsiders from the curriculum which is taking place in schools today. This is leading to irritation between teachers and the curriculum documents, and also between teachers and the school guidance.

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