sh.sePublications
Change search
Refine search result
12345 51 - 100 of 208
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 51.
    Forslin Aronsson, Åsa
    Södertörn University College, Lärarutbildningen.
    Alternativa metoder: Att lära sig naturvetenskapliga ämnen på icke-traditionella sätt2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I dagens samhälle är det nästan nödvändigt med kunskaper inom naturvetenskap, matematik och teknik för att kunna hänga med i samhällslivet. Det krävs kunskaper för att kunna delta i samhällsbeslut som handlar om forskning, hälsa, miljö, teknik och miljö och många yrken kräver att man har djupa kunskaper om naturvetenskap.  Samtidigt kommer allt fler rapporter om att intresset för dessa ämnen minskar hos barn och ungdomar. Det blir ett glapp mellan vad samhället kräver och vad skolan utbildar för.

    Syftet med den här undersökningen är att undersöka olika alternativa metoder som lärare kan använda vid undervisning av naturvetenskapliga ämnen för att skapa ett ökat intresse för dessa ämnen. 

    Undersökningen utfördes genom kvalitativa djupintervjuer med två erfarna pedagoger som undervisat inom dessa ämnen på grundskola och gymnasium. Resultatet visar att de två lärarna blandar många olika modeller att de anpassar dem efter vilken klass eller grupp de jobbar med. Viktigt för dem är att själva känna nyfikenhet och inspiration för det de gör för då kan de förmedla det engagemanget till sina elever . De har av erfarenhet märkt att en variation av metoder ökar chansen att alla elever ska lära sig och få ett intresse för naturvetenskap.

  • 52.
    Fredholm, Jenny
    Södertörn University College, Lärarutbildningen.
    Elever med läs- och skrivsvårigheter/dyslexi: En kvalitativ studie i förskolan och i grundskolans tidigare år2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This work concerns children with reading- and writing difficulties/dyslexia. My purpose is to investigate the practical experience of teachers as well as their everyday work with these children.

    My questions are:

    • How do teachers work with children aged 4-9 who have reading- and writing difficulties/dyslexia?
    • Which various teaching aids exist for children who have reading- and writing difficulties/dyslexia?
    • Which subjects are affected by reading- and writing difficulties/dyslexia?

    To answer the above questions I have used the qualitative method. I have performed interviews and observations. Previous research has shown that reading- and writing difficulties/dyslexia is one of our most common disabilities. It is present in all classes. There is also a discussion if reading- and writing difficulties and dyslexia are the same thing or not. Early support is important for children with reading- and writing difficulties/dyslexia. My conclusion is that the educating system does many things to help children with reading- and writing difficulties/dyslexia by the use of supporting methods, teaching aids, special educators, attitude, motivation and cooperation with parents. Examples of teaching aids are computer software and speech synthesis. Finally I have seen that reading- and writing difficulties/dyslexia actually do affect all subjects.

  • 53.
    Fredmark, Magdalena
    Södertörn University College, Lärarutbildningen.
    Läraren som ledare: en intervjustudie av sex lärares syn på sin ledarroll i klassrummet2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    In my essay I have examined how teachers look upon their role as leader in the classroom. I have interviewed six teachers, senior level ones and teachers from the upper secondary school, about how they look upon tasks that involve planning, control, motivation, groups, and individuals. Based on their answers, I have analyzed if there is anything that can be related to a common leader competence within their profession and, in that case, how it will appear.

    The result that I have found has been that it exists a common leadership style that teachers are more or less conscious of. The teachers decide on what level the classes or the pupils are and

    after that decision they plan their education. The leadership in the classroom can be of different kinds depending on the situation. The leadership is then a situational leadership which means that at one point the teacher tells the pupils exactly what to do. After they have

    learnt more the teacher tells the pupils what to do, but also why they must do it. Next step is that the teacher only tells the pupils why they must do it. The final step is when the pupils themselves know what to do and why they must do it.

  • 54.
    Gabriella, Johansson
    Södertörn University, Teacher Education.
    Ljuva, livliga fritids: Hur kan delar av fritidshemmets fysiska inomhusmiljö utformas och användas så att den möter barnens behov av livlig lek och fysisk rörelse?2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to find out how different after-school centres adjusts parts of the physical indoor environment in order to be able to offer space for childrens’ livelier play and physical activity. I visited three after-school centres with various conditions of their access to rooms, the size and number of rooms and the size of the children groups. Through interviews among the leisure-time teachers and observations concerning the furnishing, the design and the use of the rooms, I defined five different types of areas. These areas, presented under one heading each, are analysed from an architectural perspective. The result of my study shows that the pedagogues in all three after-school centres are aware of the fact the children need to have possibilities to be physically active and play livelier games even indoors. In order to be able to offer space for lively play and physical activity indoors, the afterschool centres I visited, created various solutions and adjustments based on the school buildings inbuilt possibilities. A common way of thinking about the usage and furnishing of the rooms are to let various activities take place in different rooms or in some parts of a larger area. Some of the departments made visual borders by creating rooms in a room in order to provide place for a wider range of activities and more flexibility in the usage of the rooms.

  • 55.
    Gahrén, Jannike
    Södertörn University College, Lärarutbildningen.
    Pedagogiskt arbete på Bror Hjorths Hus: invandrargrupper samt skolklasser.2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The house of one of the most prominent Swedish artists of the 20th century, Bror Hjorth (1894-1968), was turned into an artists-museum and opened to the public in 1978. It has since the start held pedagogical activities and during the years developed its own pedagogical approach.

    I have studied the museums pedagogical work from two perspectives; visiting groups of immigrants and visiting groups of schoolchildren, in search of answers to the questions; can art be used as a way to integrate immigrants into the swedish society, and can artmuseums be a resource for schools?

    This essay contains my observations, conclusions and theories as well as general facts about Bror Hjorths House.

  • 56.
    Gerdin, Mari
    et al.
    Södertörn University, Institute of Contemporary History.
    Ohrlander, Kajsa
    Ropen skalla – daghem åt alla: Vittnesseminarium om daghemskampen på 70-talet2007Collection (editor) (Other academic)
  • 57.
    Gonzalez Cruz, Yarmila
    Södertörn University College, Lärarutbildningen.
    Konstpedagogik: ett alternativt arbetssätt2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study concerns art education, and the importance of creativity in learning. The objective is to examine the use of art education in practice, and the school teacher’s position on this practice.

    The theoretical basis of the study is rooted in a socio-cultural perspective, and concerns the relationships between theoretical concepts as learning, knowledge and art education.

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

    The group studied in this investigation consisted of five active educators, who work at different schools and make use of art-based methods in their daily work.

    My results show that teachers believe that art education can be used by schools as a gateway to the other subjects. Art is regarded as a form of understanding through which pupils explore their surroundings, challenge their ideas and build skills through interaction with others.

  • 58.
    Gorgis, George
    Södertörn University College, Lärarutbildningen.
    Historielärobokens användning: En studie om gymnasielärares användning av historieläroboken.2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this thesis is to examine how secondary teachers in the subject of history are using the textbook in their teaching. Four questions are being dealt with in this thesis. What importance is being placed on the use of history textbooks by the secondary teachers? What priorities do the secondary teachers have? How do they deal with student interests? And what is the importance of the secondary teachers’ work experience? 

    I have interviewed four secondary teachers with different work experience to complete this thesis. A Dictaphone has been used in all the interviews. 

    Research has shown that textbooks now have a central role in teaching and the lack of alternative materials and reduction of teaching hours has made it difficult to replace. 

    The main conclusions of the thesis are that the history textbook has a dual role depending on the teacher you ask, and that the history book is used differently by the teachers. The priorities vary depending on the students that are currently enrolled and their interests are. Teachers with less work experience have a rather negative attitude to the textbook and believe that it can be rigid, while teachers with more experience see it as a tool for engaging the weaker students. However, the history textbook is required, and even the teachers who are not using the history textbook can all confirm that: because even a teacher who is not using it has the history textbook for the students to have something to refer to if needed.

  • 59.
    Granqvist, Frida
    et al.
    Södertörn University, Teacher Education.
    Lahti, Rebecca
    Södertörn University, Teacher Education.
    Demokratiarbete i förskolan: En kvalitativ undersökning om förskollärares tolkning och praktisk tillämpning av begreppet demokrati utifrån förskolans läroplan2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the essay is to investigate preschool teachers’ version of the concept of democracy based on the preschool curriculum. The essay will also investigate how preschool teachers practically apply democracy in preschool activities. Our essay investigate answers to:

    -How is the version of democracy interpreted from the preschool's curriculum of preschool teachers?

    -How is democracy practically applied by preschool teachers in preschool activities?

    Our essay is based on three different theoretical starting points, which are John Dewey, Lev. S Vygotsky ́s and curriculum theory. The material that we have studied consists of four interviews with preschool teachers and two articles. The results show us two different perspective of the concept of democracy, based on the preschool curriculum. The first perspective focus one the children and the other perspective with society in focus. Depending on which view of democracy the preschool teachers have, will affect how they practically apply democracy in preschool activities.

  • 60.
    Gutestrand, Sammy
    et al.
    Södertörn University College, Lärarutbildningen.
    Strandberg, Fredrik
    Södertörn University College, Lärarutbildningen.
    Ungdom, utanförskap och bostadsområdet som reservat. En samtidsorienterad studie av stadsdelen Hovsjö i Södertälje stad2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

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

  • 61.
    Gärling Brolin, Louise
    Södertörn University College, Lärarutbildningen.
    Samverkan för barnens bästa: Ett organisatoriskt och sociokulturellt perspektiv på övergången mellan förskola och förskolaklass2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

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

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

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

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

  • 62.
    Haseeb, Nawal
    Södertörn University, Teacher Education.
    Ett fritidshems mottagande av flyktingbarn2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    During the last years many new refugees have arrived in Sweden, many of these are children. In media there has been many debates on how this would affect the schools in general. In this thesis I have chosen to examine how the schools recreation centres adopt their operations to cope with the newly arrived pupils with a starting point in the official curriculum. The study is based on interviews at two school recreation centres in Stockholm who have received newly arrived pupils who do not speak Swedish. The result shows that the recreational centres have not really used any specific model to plan their operations. One model that could be used by the recreational centres and their work with newly arrived pupils is the so-called STOP-model.

  • 63.
    Hernwall, Patrik
    Södertörn University, School of Communication, Media and it, Media technology.
    Barns och ungas medievärldar: exemplet identitetsskapande2010In: Barnet, platsen, tiden: teorier och forskning i barnbibliotekets omvärld / [ed] Kerstin Rydsjö, Frances Hultgren, Louise Limberg, Stockholm: Regionbibliotek Stockholm , 2010, p. 151-169Chapter in book (Other academic)
  • 64. Hernwall, Patrik
    et al.
    Löfberg, Arvid
    Möte mellan visioner: lokala sammanhang & praktik i förändring : slutrapport Botkyrka projektet1999Report (Other academic)
  • 65.
    Hessing, Johan
    Södertörn University, Lärarutbildningen.
    Fritidshemmens verksamhet utifrån barnens och pedagogernas perspektiv2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    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.

  • 66.
    Hilding, Tindra
    Södertörn University, Teacher Education.
    "Tjejer är bäst": En vetenskaplig essä om fritidshemslärarens yrkesetik2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta självständiga arbete är en vetenskaplig essä som genom en hermeneutisk och fenomenologisk utgångspunkt undersöker fritidshemslärarens förhållningssätt i ett dilemma av etisk karaktär. Jag undersöker hur man som lärare bör förhålla sig gällande elevers skapande när det som skapas förstärker negativa föreställningar om/och traditionella könsmönster. Detta beskrivs genomen gestaltning av en situation då jag som fritidshemslärare ställts inför ett val då jag upplevde en svårighet att utröna vad som var rätt att göra. Jag har valt att till en början använda mig Vygotskijstankar om barns kreativitet, för att sedan utforska feministisk postkonstruktivistisk teori enligt Eidevald och Lykkes tankar om intersektionell pedagogik, vilket lett mig till teorier om erkännande av Taylor. Essän landar slutligen i Henriksens och Vetlsens tolkning av dygdetiken och Repos tankar om praktisk kunskap.

  • 67.
    Hjelm, Johanna
    Södertörn University College, Lärarutbildningen.
    De talar av erfarenhet: uppfattningar om begreppen demokrati och diktatur hos vuxenelever med utländsk bakgrund2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    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.

  • 68.
    Hjertström Lappalainen, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Tänkande i högskolelärarens praktik2014In: Att lära en företagsekonom att tänka / [ed] Jonna Hjertström Lappalainen, Ann-Sofie Köping Olsson & Tommy Larsson Segerlind, Huddinge: Södertörns högskola , 2014, p. 11-27Chapter in book (Other academic)
  • 69.
    Hjertström Lappalainen, Jonna
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Köping Olsson, Ann-SofieSödertörn University, School of Social Sciences, Business Studies.Larsson Segerlind, TommySödertörn University, School of Social Sciences, Business Studies.
    Att lära en företagsekonom att tänka2014Collection (editor) (Other academic)
    Abstract [sv]

    Här beskriver åtta högskolelärare i företagsekonomi egenupplevda undervisningssituationer utifrån vilka de, med hjälp av pedagogiska och filosofiska teorier, undersöker och reflekterar över sin praktiska kunskap.

    Vad kan dessa lärares redogörelser och reflektioner säga oss om universitetslärarens arbetssituation? Hur gör de för att lösa de problematiska situationer som uppstår? Hur kommer det sig att de lyckas få studenter med vitt skilda förväntningar, varierande bakgrunder och förutsättningar och med olika grader av motivation, att lära sig nya sätt att tänka och att med tiden utvecklas till självständiga yrkesutövare?

  • 70. Holmdahl, Johan
    et al.
    Pripp, Oscar
    Södertörn University College, Avdelning 4, Ethnology.
    Slagstaträdet: ett motivationshöjande projekt?2001Report (Other (popular science, discussion, etc.))
  • 71.
    Hossain, Sumona
    Södertörn University College, Lärarutbildningen.
    Kamratskapets påverkan på barns identitetsskapande i skolan2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    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.

  • 72.
    Häggström, Therese
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Konsten att undervisa i förskolan: En vetenskaplig essä om undervisning i förskolans kontext2019Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    This essay is about the teaching of preschool children. Teaching as a term is recently included in the preschool's curriculum and as it is a loaded concept in the preschool world, it affects the practice of preschool teachers. The purpose of this essay is to try to investigate what the concept of teaching means from the perspective of the preschool. My research questions are as follows:

    * What does teaching in preschool mean? * How is teaching done in practice at preschool? * What is good teaching and how is it created?

    To get answers to these questions, I have done participatory observations where I observed two experienced preschool teachers in their work with the children. This text is written in the form of an essay which is also seen as a research method. By starting from self-perceived situations that remain and gnaw at me, and reflect on these from different perspectives, I can develop my understanding and my practice when it comes to teaching in preschool.

    The essay discusses the introduction of the teaching concept into the world of preschool, which is considered problematic since the concept is often linked to the school's practice and to mediation education. Depending on how understanding of teaching as a concept is done, there are perceived differences affecting how the preschool teacher performs his or her teaching. The essay also discusses how different theories on homing processes and children's influence affect the teacher's teaching. It also appears that different teaching environments can be distinguished in preschool´s activities and these are created by the preschool teacher based on different theories of practice. The kind of teaching environment offered to children affects the cognitive content of the activity thus the quality of the teaching. Quality and measurability are also in the essay discussed in the context of preschool. One point of view that is highlighted is that the introduction of the concept of teaching and a more goal-oriented approach has to do with society's need for quality assurance. From a perspective of quality that is instead characterized by the ability to perform a good judgment, a more conscious understanding of teaching in the preschool becomes important. One of the conclusions is thus that the art of teaching in preschool has practical knowledge to do, which requires experience and ability to reflect in a thoughtful manner.

  • 73.
    Högström, Josefine
    Södertörn University, Teacher Education.
    Jag skulle tydligen visst jobba här: En litteraturvetenskaplig fallstudie av motståndsstrategierna i Sara Beischers roman Jag ska egentligen inte jobba här. 2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The overall purpose of the survey is to explore what emancipatory potential the feminist literature analysis can reveal in a work. This is done by investigating which resistance strategies the main character Moa Bengtsson uses in Sara Beischers novel Jag ska egentligen inte jobba här (2012.

    In order to do this, the study is based on a feminist power analysis focusing on resistance. The study is a close reading of the novel Jag ska egentligen inte jobba här by Sara Beischer.

    The study results in the following conclusions:

    -          The resistance strategies used by the main character Moa are breaking rules, separating her identities and sisterhood.

    -          Feminist literature analysis is functional in order to operationalize an intercultural perspective in the sense that it is a critical power analysis whitch shows the structures that exist and find ways to change and / or resist them.

    -          The novel  opens to renegotiate ones funds to reach ones goal. The analysis assumes that the main character's goal is self-realization and independence, which she also achieves by breaking down restrictive rules and by giving herself scope for action.

    -          The didactic gains that can be made through a feminist analysis of resistance strategies are that it shows, in a natural and obvious way the possibilities of change offered in a text. Through power analysis, a student may be given the opportunity to reflect on the nature of their enviroment and their own possibilities of resistance. 

  • 74.
    Icmen, Marlin Deniz
    Södertörn University College, Lärarutbildningen.
    Individualisering i undervisningen: Fyra lärares uppfattning om och arbete med individualisering2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    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.  

  • 75.
    Irestam, Robert
    et al.
    Södertörn University, Teacher Education.
    Karlström, Viktor
    Södertörn University, Teacher Education.
    Fri lek eller aktivitet?: En studie om elevers och pedagogers syn på fritidshemmets två fundament2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with our study is to compare from pupils and pedagogues point of view, the two foundations of leisure time; free play and pedagogue lead activities. The background to our study is found in the history of leisure time and its focus on the free child, but also with the increasing demands of a more didactic context in the Swedish curriculum. We use both qualitative and quantitative methods in forms of interviews and surveys. The collected data in our study is analysed from a sociocultural perspective, more specific with Lev S Vygotskijs play theory. Our result shows that pupils and pedagogues agree that activities are more popular than free play, and it is with the help of activities leisure time is defined. The result also shows that free play is important, but difficult to define and more used as a complement to activities. The conclusion that is presented in the study is that what we thought would be contrary to each other instead is dependent of each other. Activities define leisure time and provide a sense of clarity, structure and security. The free play includes values such as fantasy, creativity and amusement and symbolizes the soul of leisure time. In other words, leisure time cannot be built on either activities or free play but on collaboration between both. That collaboration gives pupils a possibility to choose.

  • 76.
    Ishak, Sara
    Södertörn University College, Lärarutbildningen.
    ”Lägg ner matteboken och använd varandra som stöd”: En intervjustudie av fem klasslärares syn på det laborativa arbetssättet i matematikundervisningen2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    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.

  • 77.
    Jacobsson, Frida
    et al.
    Södertörn University, Teacher Education.
    Tubic, Selma
    Södertörn University, Teacher Education.
    "Du gjorde fel, säg förlåt till din kamrat!!!": En diskursanalys om hur makt speglas vid konflikter och konflikthantering2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to see the factors that shape and create the desirable child in the teachers' speech regarding conflict and conflict management. We have chosen to use discourse analysis based on social constructionism and poststructuralistic language theory to see the discourses that had an active part in the teachers' approach. 

    We have chosen to use Foucault's power theory to investigate what power structures and power relationships are shown in the pedagogues' speech about conflicts. We have also chosen to use Eva Johansson's study (2013) on children's perspective to investigate whose perspective is expressed in conflict management situations. To collect the empirical data, we have chosen to use qualitative interviews that we analyzed from a discourse analysis perspective.

    What we have found in the study is that the desirable child is created in conflicts through interconnected discourses that reacts and interacts. These discourses are based on the educators' views on conflicts, rules and the environment, and form the corners of our model which can be seen in the discussion where we highlighted this.

    The pursuit of the desirable and democratic child as an ideal is conveyed by the curriculum and followed by the educators.

    The study's results show that the educators assume a traditional view of conflicts and their management, despite attempting to approach an alternative view.

  • 78. Jahanmahan, Farhad
    "Dörren ska vara öppen för alla!": funktionshindrade kurdiska ungdomar och föräldrar om attityder, rättigheter och möjligheter i det svenska samhället2007Book (Other academic)
  • 79.
    Jansson, Maria
    et al.
    Södertörn University College, Lärarutbildningen.
    Fröberg, Pierre
    Södertörn University College, Lärarutbildningen.
    Pedagogiska miljöer: En undersökning om hur miljön påverkar inlärningen2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Many of the schools premises are neglected and the physical environment has not been prioritised. Instead the focus is set on scientific learning methods and pedagogic. The need for an environmental shift has not got an essential place in the governing documents for schools, although the focus on school premises should be suited to the purpose of the activity and for the pupils needs. Today the interest and the need of research within the physical environment is evermore increasing. The Swedish Work Environment Authority, present in their activityplan for 2006, that the schools premises and equipment is not adjusting to today’s activity and it is in bad condition that can lead to work-related injuries.

    The purpose of this essay is to bring to light a different pedagogic train of thought around the surrounding environments importance, for students learning and to compare these with our study of a selection of classrooms and what the teachers to these classrooms consider about the environments importance. We therefore aim to focus our research on the physical environment and how that can influence the learning process. Can one overcome certain boundaries and create new possibilities in a different environment of learning?

    The research declared a great number of theories that show the environment influenced students in many different ways. According to the educationalist in the study, it is important to have a miscellaneous environment so all students can learn in their ultimate way. The strict budget, schools are often left with, is preventing any positive improvements that could be made to create a more positive school environment, physically and mentally. There are many ways to get around this problem. Most important is to include everyone in the school so that they feel they are a part of that environment and that they have the power to change things.

  • 80.
    Jansson, Marie
    Södertörn University College, Lärarutbildningen.
    Brister och förtjänster i lärarutbildningen: en fallstudie av fyra verksamma lärares syn på sin utbildning2007Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    The purpose of this paper is to examine how a few teachers who recently finished their teacher education consider the education has helped them in their first meeting with their new job. The study is based on interviews with four teachers.

    The results show that the critics against the teacher education according to the interviewed teachers are mainly about the practical training, the lack of current research results and the connection between theory and practical training. Several of the teachers stress that the education must demand more of the students. Finally the interviewed teachers say that the meeting with pupils is something they seldom have been training before they started to work. The interviewed teachers believe that the good side of the education is the didactics. The complexity of the profession is something the teacher education can help the students understand, so is also the skill to read and understand the syllabus for different subjects.

  • 81.
    Jekell-Ehnberg, Anne
    Södertörn University College, Lärarutbildningen.
    Segregation på vilka villkor: vad handlar segregation om?2005Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
  • 82.
    Jesper, Davidsson
    Södertörn University, Teacher Education.
    Strategier för ett meningsfullt kvalitetsarbete: En fallstudie av förskolors arbete med underlaget ”Kvalitetsindikator för förskolan” som en del i ett systematiskt kvalitetsarbete2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    An empirical case study about what preschool teachers perceive as meaningful methods regarding the "Quality indicator for the preschool", which is a tool to systematize teachersassessment and progression when working with quality improvement.

    Swedish law states that the preschool must accomplish a systematic quality improvement. According to my experience, preschool teachers and principals find this aim more or less difficult, more or less meaningful. This is a mandatory part of the curriculum and therefor the preschool needs to make efforts in securing quality. I want to highlight constructive strategies so that preschool teachers perceive working with quality improvement as meaningful.

    The study is based on qualitative methods and I have interviewedfour experienced preschool teachers. They have been asked about their experience of working with "Quality Indicator forPreschool", as part of working systematically with quality, their way of working and their thoughts on the possible improvements.

    The theoretical frameworks chosen for analysis are postmodernism, social constructivism and social semiotics. The concepts meaningful and meaningfullness as well as quality are definedin more detail as of how they are used within this context.

    The result shows that the preschool teachers find "Quality Indicator for Preschool" meaningful because it widens their perspective of their pedagogical work and what can be improved. On the other hand, there are differences in their working methods and approaches. In order for their work to be meaningful, an understanding of how to interpret teaching in relation to the preschool curriculum using documentation and discussion becomes vital. Results also show the importance of the principal implementing structures, participating in work and keeping constructive conversations with the preschool teachers

  • 83.
    Johansson, David
    Södertörn University College, Lärarutbildningen.
    Entreprenöriell matematik: På John Bauergymnasiet i Västerås2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Enterprise learning is a pedagogic concept that implies that the students, in correlation with development of theoretical, subject specific knowledge, also develops enterprise competences that will be useful in their everyday life and on the labour market. Enterprise learning has grown over the last ten years, as well in school practicing as within research. In the mathematics subject, a strong educational tradition has delayed the introduction of enterprise learning. At the examined school, enterprise mathematics has been introduced during the spring term of 2010. This examination focuses on which of the enterprise competences that are developed and how they are developed. It also investigates whether the desire to learn is increased as a result of the new pedagogic concept. The empiric material has been gathered through interviews with students and teachers, as well as through observation. The result shows unambiguously that the students, above all develops responsibility, but also other enterprise competences. Students that experience mathematics as either easy or difficult are the ones who seem to appreciate these changes mostly in their learning processes.

  • 84.
    Johansson, Kim
    Södertörn University, Teacher Education.
    Att arbeta med barn med annat modersmål i förskolan: En essä om samspel och språkutveckling2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    With this essence, I want to highlight the problems that may arise with children whose native language is different from Swedish, in Swedish preschool. How can we receive these children in the best possible way, help them with second language learning and interact with other children? I investigate how and with what ways we educators can use, what's important to consider when we work with these children. The language is of great importance for being included in the children's group at preschool, to make new friends and to participate in play. The child’s play is a central and important role in children's everyday life at preschool, as during the day there is a lot of play there. It benefits many different parts of the child's development, but I have focused on what child’s play can do for language development. In this essay, I have based my research on a specific case about a boy that arrived to my preschool. He had no knowledge about the Swedish language, neither did his family. In this scenario, I experienced that we, preschool teachers, lacked the methods and tools to help and guide him that would increase his potential growth as an individual.

     

    In my examination, I have used literature that process these subject and based it on these questions: what is the importance of language for children to interact? What does it mean to be included? What is the importance of the play for inclusion in the child group? How the child´s play can benefit the child's language development? 

     

    I have then discovered that play and language have a strong connection with each other. The language favors the child´s play, and to participate in the play usually the language is required. We educators have an important role in helping the children without the majority language into the group and the play. It is easy that these children end up like outsiders, dare to participate when they notice that nobody understands what they say.

     

    I have based my work from a sociocultural perspective, which means that I observe learning all the time and that culture and environment have a big impact. We learn all the time, but the question remains, what are we learning?

  • 85.
    Johansson, Marlene
    et al.
    Södertörn University, Teacher Education.
    Lindroos, Malin
    Södertörn University, Teacher Education.
    Ett inkluderande arbetssätt i förskolan: En kvalitativ studie om hur förskollärare ser på inkludering och ett inkluderande arbetssätt2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to find out how preschool teachers look at inclusion and the methodology of it. We also examined the findings, to establish if we are able to distinguish the essence from phenomenon. To do this we are using an interpretive phenomenology, to find the essence of inclusion phenomenon and inclusive ways to work. We interviewed six preschool teachers, at two different establishments. The questions raised, were intended to find out the views of participants, with regards the learning concept of inclusion methodology in preschool. We chose to use a qualitative interview technique, which meant that the questions used were particularly standardised. They were asked in a set order and of a basic structure. The survey was of open questions, which gave us the participants view of inclusion methodology. We also use the hermeneutics theory, within the circle of hermeneutics. This is because we wanted to use our experience within to confirm the findings of the study.

    Our conclusions from the study revealed that knowledge, experience and reflection are important attributes to possess to be able to work inclusively. It also emerged that inclusive practices are not always beneficial. It revealed on some occasions that the practice of exclusion is necessary.

     

  • 86.
    Johansson, Viktor
    Stockholm University.
    Perfectionist Philosophy as a (an Untaken) Way of Life2014In: The Journal of Aesthetic Education, ISSN 0021-8510, E-ISSN 1543-7809, Vol. 48, no 3, p. 58-72Article in journal (Refereed)
  • 87.
    Johansson, Viktor
    Stockholm University.
    Questions from the Rough Ground: Teaching, Autobiography and the Cosmopolitan "I"2015In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 34, no 5, p. 441-458Article in journal (Refereed)
    Abstract [en]

    In this article I explore how cosmopolitanism can be a challenge for ordinary language philosophy. I also explore cosmopolitan aspects of Stanley Cavell's ordinary language philosophy. Beginning by considering the moral aspects of cosmopolitanism and some examples of discussions of cosmopolitanism in philosophy of education, I turn to the scene of instruction in Wittgenstein and to Stanley Cavell's emphasis on the role of autobiography in philosophy. The turn to the autobiographical dimension of ordinary language philosophy, especially its use of "I" and "We", becomes a way to work on the tension between the particular and the universal claims of cosmopolitanism. I show that the autobiographical aspects of philosophy and the philosophical significance of autobiographical writing in ordinary language philosophy can be seen as a test of representativeness-a test of the ground upon which one stands when saying "I", "We" and "You.".

  • 88.
    Johansson, Viktor
    Örebro universitet.
    Unserious but Serious Pilgrimages: What Educational Philosophy Can Learn about Fiction and Reality from Children's Artful Play2017In: Educational Theory, ISSN 0013-2004, E-ISSN 1741-5446, Vol. 67, no 3, p. 309-326Article in journal (Refereed)
    Abstract [en]

    What happens if we think of children's play as a form of great art that we turn to and return to for inspiration, for education? If we can see play as art, then what and how can we learn from children's play or from playing with them? What can philosophy, or philosophers, learn from children's play? In this essay Viktor Johansson gives examples of what and when children can teach philosophers through play or, more specifically, how children's play can teach philosophers about the relation between fiction and reality. It begins by exploring the educational relation between fiction and reality in recent revivals of literary humanism. Johansson gives examples from a preschool project of how children use fiction picture books and create new fiction in their play, and how they do so in ways that relate to previous philosophical considerations of literary fiction. To explore this, the essay enters into conversation with the work of Iris Murdoch on the playfulness of art. Through, and in contrast to, Murdoch's work, Johansson establishes that play can be great art through its nonpurposefulness and its use of skill and imagination. Moreover, turning to children's play becomes a method for attending to what Ludwig Wittgenstein calls philosophy's natural history, that is, a historicization of philosophical thinking that enables philosophers to learn from children. Johansson concludes by showing that encounters between fiction and play, and with children playing, can be an educational embroilment, not only between teacher and child, but between teacher, child, the visual, the material, and the philosophical in which all learn from one another.

  • 89.
    Jonasson, Tina
    Södertörn University College, Lärarutbildningen.
    Undervisning av dyslektiker: En kvalitativ studie av två svensklärares arbetssätt med elever som har diagnosen dyslexi2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate teachers’ efforts to teach students with dyslexia in Swedish. The intention with this study is to get the right tools to work with these kinds of students in a more improved and giving way in the future. My questions of issue are:

    - How can teachers facilitate the learning process for students with dyslexia?

    - Are pupils with dyslexia included in the teachers’ education in the classroom?

    - How do the other pupils integrate with the dyslexia pupils in the classroom?

    - How does the teacher manage the situation to teach the whole class at the same time as he/she helps the pupils with dyslexia?

    - How do you practice when to assess and rate the students with dyslexia?

    The method used in this paper is a combination of participant observation and interviews with two teachers and their classes. To be able to construe my results in this paper, I will be using Peder Haugs theory including integration and segregate integration but also a theory based on including or excluding way of working.

    The main conclusion of this paper is that teachers can work in many different ways with dyslectic pupils. The teachers must try to find a way that is right for themself and their pupils, there is no right and wrong in this work. But what’s most important is to help the dyslectic cope with school.

  • 90.
    Jonestrand, Mathias
    et al.
    Södertörn University, Teacher Education.
    Grönwall, Jimmy
    Södertörn University, Teacher Education.
    En pinne i tinningen eller hämmat lärande?: Hur skall fritidshemslärare förhålla sig till barns riskfyllda lekar?2018Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a scientific essay that examines the relationship between risk and responsibility when it comes to children's play. The work consists of two dilemma texts based on what we authors ourselves experienced and it is based on these stories from which the reflection is based. The purpose of the work is to broaden our understanding horizon when we end up in similar situations. Through the scientific essay we will reflect on our self-perceived dilemmas with the help of different theories and literature. Through our reflections, we realized that our values govern how we act when we end up in a situation where we need to take a stand on the children's risk-taking versus our responsibility to ensure that they are safe and secure at school.

  • 91.
    Jonsson Carlsson, Eva
    Södertörn University College, Lärarutbildningen.
    "En skola för alla": verklighet för elever med läs- och skrivsvårigheter och dyslexi?2008Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    Many researches have been done about the difficulties in teaching children with disabilities and like in this case dyslexia, which is the disability my essay is focused on. Earlier researches have investigated how and what teachers do practically when they have pupils with dyslexia and what help they have in their work. I wanted to investigate how the theories in National Compulsory School Curriculum (Lpo94) and about inclusive education in relation to the actual work in one Swedish school. My essay, with help of other research, has taken the expression “school for all” and it’s meaning to what is possible to do in a real life work situation, with the assignments that schools have in Lpo94. The result from my research on this Swedish school in Stockholm region is that they have a somewhat impossible goal to achieve, if the School system wants to be a “school for all” and at the same time fulfil their obligations in Lpo94 about an inclusive education and at the same time notice and offer alternative education to the ordinary if necessary.

  • 92.
    Karleskans, Thomas
    Södertörn University, Teacher Education.
    En förskola för alla: en kvalitativ undersökning kring förskolans fysiska tillgänglighet för alla barn2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to see how physically available preschools are for all children and too see if the children meets limitations, and if so are these limitations holding back the children’s independence. I also want to see what the teachers think of the physical availability for all children in preschool.

    The questions I have focused on for this study is:

    • Is the indoor environment physical available for all children in preschool, and if not, does it limit the children´s independence?

    • Which are the teacher´s views on availability for all children in preschool?

    In order to answer the questions I have done observations and inventories, I have also interviewed three teachers to back up my results. My conclusion is that there are a few limitations that the children meet on a daily basis. Most of it takes place in the hallway and in bathrooms/baby changing rooms. The analysis shows that the hallway is too small to include all children and to make it completely available for everyone. Also in the bathrooms/ baby changing room there are difficulties to include all children. For example is the changing table to high and the children needs to climb up a stepladder and not all children have that possibility. A thing like this limits the independence for some children. To do this research I have used a phenomenological perspective.

  • 93.
    Karlsson, Stellan
    Södertörn University, Teacher Education.
    Ämneslärare i lågstadiet – framtidens modell?2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study deals with different teacher models in primary schools. The aim of the study is to explore and evaluate teachers’ experiences of a transition from a traditional class teacher model to subject teachers. The emphasis is on the relations between teachers and pupils, differences in the teachers’ workload, the guardians’ attitudes and teacher contact, as well as the significant pros and cons of the subject teacher model from the teachers’ perspective. The method used is qualitative interviews with five subject teachers from two different schools, one small and one large, working with grade 1–3 pupils. Follow-up interviews were conducted one year later.

    The results show that the increase in the number of teacher–pupil relations was regarded as beneficial for both groups. Guardians’ initial concerns regarding teachers’ lack of comprehensive views of the pupils’ performances faded away as the pupils showed positive attitudes in general towards a multiple-teacher model. Teachers experienced a reduced workload due to fewer subjects to teach which could give room for more individualized teaching. The responsibility for the contacts between the school and the guardians was shared among the teachers in form of mentorships.

    The identified disadvantages included stressful situations and disturbances when changing classrooms, and less fixed routines in general which may cause stress for pupils with special educational needs. Teachers’ overall experiences of the subject teacher model were positive in general. According to their experiences the conditions for a successful implementation of a subject teacher model at primary schools are better at a small scale school. Further, such a model may not be optimal for every pupil at primary level. In particular children with special needs may require a more rigid teaching situation with a single class teacher to attach to. The study has identified a number of pros and cons of a subject teacher model compared to a traditional class teacher model.

    No conclusive arguments have, however, been found for placing one model above the other.

  • 94.
    Karlsson, Susanne
    Södertörn University, Teacher Education.
    Kommunikation och samspel: En studie om lärarnas val av arbetssätt vid muntlig kommunikation och talängslan2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 95.
    Kauppinen, Christer
    Södertörn University College, Lärarutbildningen.
    Bland barn, lasersvärd och lejon: Hur förhåller vi oss till och tar tillvara barns kulturella erfarenheter?2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    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.

  • 96.
    Kayij Agontinglo, Sandra
    Södertörn University, Teacher Education.
    Med rätt ”glasögon” finns matematik överallt: En kvalitativ studie om barns matematiska lärande kopplat till förskolans innemiljö2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to investigate how children's mathematical knowledge is promoted in interaction with the environment and how the environment is important for children's mathematical learning from a socio-cultural perspective. The intention is also to consider pedagogue’s views on the environment and how they work with mathematics in everyday life. The methodological approach is qualitative, and all data collection is collected through qualitative method. The survey was conducted at three different preschools using observations and interviews. What was observed was the children and pedagogues who were in the environment. The result shows that children learn math when interacting with the environment, all material does not have to be mathematical, but it becomes mathematical when it invite mathematical thinking. The pedagogues see the environment as the third pedagogue which relates to Reggio Emilia philosophy. In this philosophy, the environment is referred as the third pedagogue. The pedagogues are of great importance as it is important that they raise and visualize mathematics in everyday life.

  • 97.
    Klaasma, Susanne
    Södertörn University College, 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 gymnasiet2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim for this research was to analyze the process in which new school programs arise. To fulfill this aim an institution analyze was made where different powers where analyzed. As part of this research the word knowledge in two different school programs was analyzed, in order to point out words with an ideological construction. These two methods made the research comprehensive and essential. The result of this research was that the process in which school programs arise is bureaucratic and several powers are assessorial in the process. Based on this the school programs can be seen as an exertion of political power. Another result is that the word knowledge in the school programs is coloured by the political discourse and the political compromises reigning at the time for the designing of the school programs.

  • 98.
    Klerkefors, Sarah
    Södertörn University College, Lärarutbildningen.
    Det finns en hel karta av påverkansmetoder: Gymnasieelevers påtryckningar i betygssättningsprocessen2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    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.

  • 99.
    Krishnaswamy, Rosemarie
    et al.
    Södertörn University College, Lärarutbildningen.
    Kassman, Per
    Södertörn University College, Lärarutbildningen.
    ”Vad gjorde kvinnorna när männen skrev historia?”: En analys av gymnasieskolans läroböcker i historia2008Independent thesis Basic level (degree of Bachelor), 20 points / 30 hpStudent thesis
    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.

  • 100.
    Kronman, Celie
    Södertörn University, Teacher Education.
    Diagnosens kraft: En vetenskaplig essä om normalitet och avvikelse i förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this scientific essay is to illuminate perceptions and interpretations about children's deviant behavior and how it affects the educators attitudes towards these children. The starting point for the essay is two different self-perceived situations where I experienced that "deviant" behavior and behaviors that causes trouble, referred to as “trouble-making” behaviors, quickly and carelessly identifies as consequences of the neuropsychiatric disability ADHD. The “diagnosis-label” creates a feeling of uncertainty for me because I know from experience that it provides more support and understanding of children's behaviors. At the same time, the instant association to ADHD leads to disregarding of other factors that generate "trouble-making" behaviors. The "problems" are not always connected to a disability, but a diagnosis of a disability provides, in reality, faster, more structured and well-designed support for the child compared to a child who shows "trouble-making" behaviors without a diagnosis. Therefore, it is interesting to investigate other circumstances that can create "trouble-making" behaviors and question function of the diagnosis as a creator of greater understanding of these behaviors.

    I would like to highlight different perspectives of behaviors that are perceived as deviating and negative, to create opportunities for educators to provide children support without the need of a disability to explain the reason why the child needs support. Greater knowledge of children's "trouble-making" behaviors can lead to more personalized support actions for the child, and to an understanding of how interpretations and prejudices influence children's ability to develop advantageous strategies for managing individual difficulties.

    The survey is based on the questions:

    1. What is “abnormal behavior” in preschool children?
    2. Can there be other causes of "trouble-making" behaviors than consequences of a neuropsychiatric disfunction?
    3. What significance does a formal diagnosis have for preschool children?
12345 51 - 100 of 208
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf