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  • 801.
    Stolth, Emelie
    et al.
    Södertörns högskola, Lärarutbildningen.
    Nadjati Giliani, Maryam
    Södertörns högskola, Lärarutbildningen.
    Vad är Mångfald?: En studie om lärare samt ledning i två skolor i olika delar i2008Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The subject of this paper is to examine the view of diversity among ten teachers and three principals in the Swedish compulsory school. The purpose is to investigate how they relate to the diversity and in what ways it is involved in their work.

    The French sociologist Pierre Bourdieus basic ideas of habitus, capital and field are used as a theoretical starting point. The study is mainly based on interviews supported by literature in the subject area.

    The findings show that diversity is associated with ethnicity among all informants. The drawn conclusion is that this is partly due to the mediated picture but also since ethnicity mainly serves as a starting point in the literature.

  • 802.
    Strand, Helena
    Södertörns högskola, Lärarutbildningen.
    Elever med autism och asperger i en liten undervisningsklass: En alternativ skolform för elever med neurologiska funktionshinder2012Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
  • 803.
    Strandbrink, Peter
    et al.
    Södertörns högskola, Institutionen för samhällsvetenskaper, Statsvetenskap. Södertörns högskola, Lärarutbildningen.
    Lindqvist, BeatrizSödertörns högskola, Institutionen för genus, kultur och historia, Etnologi. Södertörns högskola, Lärarutbildningen.Forsberg, HåkanSödertörns högskola, Institutionen för genus, kultur och historia. Södertörns högskola, Lärarutbildningen.
    Tvära möten: Om utbildning och kritiskt lärande2011Collection/Antologi (Fagfellevurdert)
    Abstract [sv]

    I denna inledande forskningsvolym i serien Södertörn Studies in Education presenteras en samling nyskapande, ömsesidigt kommunicerande och delvis korsbefruktande studier av utbildning och lärande av Södertörnsforskare för första gången mellan två pärmar. Boken är organiserad i tre övergripande teman: bildning, interkulturalitet och styrning. Ny forskningsmark öppnas i lingvistiska, idéhistoriska, sociala, etnografiska, systemiska, rumsliga, politiska och organisationsstudier, som ger oss ny kunskap likaväl som visar styrkan och bredden i Södertörns högskolas utbildningsvetenskap. Vi är förvissade om att den kommer användas av såväl forskare som studenter.

  • 804.
    Strandh, Christoffer
    Södertörns högskola, Lärarutbildningen.
    Varför behövs det män i förskolan?: En intervjustudie där förskollärare och barnskötare i förskolan resonerar kring behovet av män i förskolan2009Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose for this examination was to hear what a few (six) of the preschool teachers and child minders in preschool in Sweden would say about “why there is a need of men in preschool”, and connect t the results to different discourses and analyze the material with a purpose that the material could work as ground for an more open discussion about men in preschool.

    The method for these interviews was a qualitative research interview. The interviewed persons at the time for this examination were working in preschools in the area of Stockholm.

    The persons were of different gender, but the method was not to examine a difference between men and women or to generalize. The material was produced in conversations with the interviewed person one by one. The main question for the interview was “Is there a need for men in preschool? Why or why not?”

    The different discourses were about the equality of opportunity, the labour market, the organization, the children, and the discourse that want to prevent men to work in preschool. All of the interviewed said that Swedish preschools need men who work there. Even though they say that, they are familiar with the discourse who wants to prevent men from working in preschool. All of the discourses seem to be familiar with the interviewed. They more or less talked about them without being questioned. The conversations resemble a variety of nuances why there should be men in preschool. The difference of men is up for discussion because the “need of men” is difficult to handle, because there are some men that are more likeable for the job. But at the same time the say we need a variety of men who works in preschool because people are different and it is good for the children to see that. The conversations were leading in more to personalities, and expectations of men. Some of them say that the gender teaching method would be more concrete if more men worked in preschool, because the children and even the teachers could face the method easier.

    Why there should be more men in preschool is not a given answer, if you look at the results of this examine. Even though they all agree that there should be more men working in preschool the explanation why is reflected in different discourses. Hopefully the material will work as a ground for a more open discussion why there should be more men working in preschool. 

  • 805.
    Strang, Pamela
    Södertörns högskola, Lärarutbildningen.
    Skrivdiskurser i kursplanen för Svenska A i gymnasieskolan2010Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The title of this monography is Discourses of Writing in the Curriculum of the A-course in Swedish. The aim of this monograph is to find wich forms and discourses of writing that are emphasized and premiered in the curriculum for the first course in Swedish during secondary education in Sweden, grades 10-12. What kind of writing are presented to the students and what potentially miss due to the selection? Is any form of writing presented more thoroughly or as more important than any other in the curriculum?

    The professor of linguistics, Roz Ivanic, has formed different discourses of writing that she has found being used in education of writing. With these discourses of writing  I have applied them on the curriculum and then been able to see wich forms of writing that are premiered. By using close reading as a method of analyze I have been able to interpret the curriculum. I have connected close reading as a method with the hermeneutic analysis tradition. The discourses of writing is my tool and my theory wich holds different forms of writing that are connected to earlier science of writing that I present as a background in the monograph.

    The conclusion I have reached are that the curriculum holds four discourses of writing. That means that the form of writing that are presented to the students are a writing to imitate other types of texts, a grammatical correct spelling, a thotoughly processed text and knowledge about their own mental process that is activated during writing. The diskourse of writing that is presented as the most important in the curriculum is the skills discourse of writing. That leads to a form of writing in grammatically correct writing and prepares the students to adjust to a writing that is presented mainly in higher forms of education.

  • 806.
    Stridsberg, Katarina
    Södertörns högskola, Lärarutbildningen.
    I dag blir det inga cyklar...: En essä om barns delaktighet och inflytande i förskolan2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Min essä har utgått ifrån händelser i mitt yrkesverksamma liv som jag inte tycker mig ha reflekterat klart över. Syftet med essän har varit att synliggöra vilka konsekvenser pedagogers förhållningssätt och syn på barn samt deras föräldrar har för barnens vistelse på förskolan. Syftet har även varit att belysa barns rätt till delaktighet i – och inflytande över - sin vardag på förskolan eftersom jag anser att dessa frågor inverkar på varandra och har betydelse för hur deras lek och lärande ser ut. Frågeställningarna är hur barns medbestämmande ser ut vad gäller leken på förskolan, på vilket sätt barns delaktighet syns i förskolan, på vilket sätt pedagogerna skapar möjlighet för barnens inflytande samt hur förskolan arbetar med demokratibegreppet. Metoden som jag använt är att reflektera och att skriva utifrån mina funderingar samt relatera till relevant litteratur. Texten belyser hur rätten och möjligheten till inflytande och delaktighet ser ut för barnen i deras vardag och relaterar även till förskolans läroplan och dess tolkningsmöjligheter. Jag reflekterar även kring det demokratiska förhållningssätt som enligt läroplanen ska genomsyra våra förskolor. Ett av de huvudsakliga resultaten är betydelsen av att man som pedagog kommunicerar och är villig att ta del av andras tankar. Texten behandlar också att barnens intressen bör ses som en som grund för deras inlärning. Lekens betydelse för barnens lärande och pedagogernas vilja att skapa struktur och ordning över dagarna är också frågor som jag reflekterar över i essän. Resultaten går inte att generalisera till pedagogers arbete i allmänhet utan det är mina egna tankar och kunskaper som fått ett större djup.

  • 807.
    Strååt, Björn
    Södertörns högskola, Lärarutbildningen.
    Niondeklassares uppfattningar och erfarenheter av elevinflytande2009Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syfte: I detta arbete vill jag lyfta fram niondeklassares uppfattningar och erfarenheter av elevinflytande på en grundskola för de senare skolåren. Jag vill också ta reda på i vilken mån skolans uttryckta ambitioner för elevinflytandet gett effekt, samt jämföra elevernas uppfattningar och erfarenheter av elevdemokrati med läroplanens.

    Metod: Kvalitativa intervjuer med åtta niondeklassare.

    Slutsatser: Utifrån studien kan utläsas att eleverna i stort är nöjda med sitt inflytande på skolan, men också att de vill ha mer inflytande. Främst vill de ha ökat inflytande över undervisningen, vilket de upplever sker i för liten omfattning och enbart hos någon enstaka lärare. Uppfattningarna om vad som går respektive inte går att ändra på skiljer sig i vissa fall kraftigt åt. Områden som förknippas starkast med inflytande är bland andra skolmaten, toaletterna, ordningsreglerna och elevrådet. Eleverna upplever att möjligheterna till inflytande blivit bättre, och deras upplevda grad av inflytande skiljer sig mycket beroende på enskilda lärares uppfattningar om elevinflytande. Skolan behöver arbeta mer med att förbättra det informella elevinflytandet, medan det formella elevinflytandet upplevs vara bra. Elevernas uppfattningar om det egna inflytandet stämmer inte överens med vad som står om elevinflytande i läroplanen. Den tydligaste bristen ligger i att många elever upplever sig ha lite eller mycket lite inflytande över undervisningen. Jag drar utifrån undersökningen också slutsatsen att skolans uttryckta ambitioner för elevinflytandet har gett effekt.

     

  • 808.
    Strömbom, Karin
    Södertörns högskola, Lärarutbildningen.
    Modersmålsstöd på mitt vilkor?: En studie av pedagogers upplevelse av möjligheter och begränsningar gällande modersmålsstöd på förskolan.2009Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    It is common today that many children in Sweden  grow up in families that speak two or several languages. Language and identity building is connected to each other. So is also Languages and learning (Becknert m. fl. 2008:13). Preschool is a place where several Languages meet and function together. The early languages development is important for children and preschool is a place that should promote language development for all children regardless of which mother tongue they speak. To work as an educationalist in a preschool means that one needs to know about the development of children’s different languages to be able to support all the children in their development. How educationalists relate to multi-lingualism is very important because when educationalists are legitimating the child´s native-language in preschool it´s a way of promoting the child´s languages development and identity building (Becknert, m.fl 2008:9). The purpose of this examination is to investigate which possibilities and limitations educationalists is experience concerning native-language support in preschools. This is a qualitative study and I have interviewed six working educationalists to find out what they experience in their work with native-language support in preschools. The theoretical starting point and previous research concerning this study, which I am using to analyze and discus the informants response, is about native-language support (mother-tongue), languages and identity, languages as a tool for learning, intercultural communication and socio-culture perspective.

    New facts that have come to light in this study are that educationalists relate positively to that all children have the right to develop their native-language. The interviewees responses varie. Some vonsider that  it´s the preschool´s matter to develop the children´s native-language, other think that’s a matter for the home. Many of the interviewees found it difficult to cooperate with ambulating native-support language teachers who come to the preschool on an hourly basis on or two times a week. Do to the presure to reach to the next school the native-language support teachers lack time and that contributes to a lack of communication. Most of the informants consider that the most successful way to work with children´s native-language support should be on a daily basis. It was brought to light that lack of native-language  competence the childrens language development. This study is directed to working educationalists and principals of preschools. It can serve as the basis of  discussion to illuminate the possibilities and limitations educationalists experience concerning native-language support in preschool.

  • 809.
    Strömbäck, Linda
    Södertörns högskola, Lärarutbildningen.
    Skriftliga omdömen: En studie i uppfattning och betraktelsesätt2009Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
  • 810.
    Strömquist, Maria
    et al.
    Södertörns högskola, Lärarutbildningen.
    Ryttermalm, Karin
    Södertörns högskola, Lärarutbildningen.
    IKT i den nya lärarutbildningen: En kritisk granskning av det fjärde perspektivet2011Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of this paper is to investigate how well information and communication technology (ICT) is implemented in the new teacher training program in the subject of Swedish and how this is presented in the applications for examination licence to the National Swedish Agency for Higher Education. This is an interesting field of study, since ICT has been selected, by an investigation chosen by the government to be one of four overall perspectives that are supposed to permeate the teacher training program. There have been several difficulties involved in this project of which one has been the extent of the material.  27 applications and all curriculums in the subject of Swedish belonging to them have been examined. Another difficulty was that the applications and the curriculums are written by different persons under different conditions such as time and resources. This made the material heterogeneous and hard to treat equally in the analysis. With this paper we hope to point out the importance of implementation of ICT as a pedagogical tool in the education of teachers and to assess the capability of the seats of learning to carry this through.

    The content of the curriculums has been sorted into different categories in a table. This sorting show to what extent every single course has a content that is related to ICT in ways of teaching methods, methods of account, course goals and literature. From the applications sections of the texts that mention ICT has been selected and summarized to show how the different seats of learning has chosen to put forward the subject of ICT.

    The results of this investigation show that very few seats of learning have implemented ICT in the subject of Swedish. Research on the subject of ICT is common among the seats as well as different kinds of workshops for the students but otherwise, apart from a few seats, ICT is generally not prominently mentioned in the applications.

    The conclusion of this investigation is that not very many seats of learning has come a long way towards implementation of ICT in the subject of Swedish and thus cannot live up to the government’s intention that ICT should permeate the teacher training programme.

  • 811.
    Sundback, Ulrika
    Södertörns högskola, Lärarutbildningen.
    Motiverande arbete i skolan: en kvalitativ studie av tre pedagogers praktiska arbete för att förbättra tre elevers motivation till skolarbete.2009Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
  • 812.
    Sundelind, Lars
    Södertörns högskola, Lärarutbildningen.
    Gymnasieskolans samverkan med det omgivande samhället: En studie i hur dagens näringsliv och gymnasieskolans näringslivskontakter återspeglas i företagsekonomiundervisningen vid två gymnasieskolor2007Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    Non-compulsory schools in Sweden should make use of the knowledge and experience that is available in society according to the aims and objectives of the Curriculum for the Non-Compulsory School System - Lpf 94. There are however only a few studies which have focused on the contacts between non-compulsory schools and society as represented by the business world in Sweden.

    The purpose of this study is to examine in what ways and to what extent non-compulsory schools are following the Curriculum by using the knowledge and experience of the business world. The perspectives have been: Which contacts in the business world and which working practices from the business world are implemented in teaching in non-compulsory schools? In what way do these contacts and working practices affect the teaching and learning of business administration? The purpose of this study is also to examine if the teachers in non-compulsory schools use business information and different kinds of business knowledge and experiences in order to keep themselves up-to-date regarding the business world. The perspectives have been: Are the teachers using up-to-date business information or business experience? Are the teachers applying a multicultural perspective in teaching business studies? In what way does this kind of information or first-hand experience affect the teaching and learning of business administration?

    The method used in this study was to interview seven teachers from two non-compulsory schools in Stockholm. The research showed that both schools use different kinds of business contacts, business experience and up-to-date business information as input in their teaching. Both schools are also using mini enterprise and work experience in teaching the pupils business administration. Only a few of the teachers have applied a multicultural perspective in their teaching. The research also showed that it will take time, resources and coordination to increase contacts with the business world. These contacts are essential for helping the pupils to achieve a degree of practical learning and knowledge which is mentioned in the Curriculum for the Non-Compulsory School System as well as being in demand in working life.

  • 813.
    Sundh, Mikael
    Södertörns högskola, Lärarutbildningen.
    Vad skriver de? Hur tänker de?: En undersökning av högstadieungdomars skrivvanor och skrivintresse2006Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    In the discourse of teaching it’s often mentioned that the pupil’s previous knowledge and experience plays an important part in the process of learning. For the teachers it’s in general crucial to be familiar with their pupils abilities and skills, talents and shortcomings in order to successfully teach them. Knowledge and an understanding of their pupils, also helps the teacher to organize and customize a successful teaching for each individual. It’s according to this background, that I have chosen the subject of pupil’s previous knowledge and experience in writing. I am to be a teacher in Swedish and interested in the process of writing, and I would like to know what motivates the pupils and why.

    The purpose with this study has been to examine 13-14 year olds writing habits outside school, and their reflections about writing in general. It has also been intended to observe how it differs according to gender and age. The study is based upon 63 texts written by pupils who have been assigned to describe their writing habits and what they do like and don’t like to write. The material that I have got served both as a questionnaire and a more qualitative insight in the pupil’s reflection on writing.

    The results that I got showed that most of the pupils preferred to chat on the Internet on their spare time, as a writing activity. Also other ways of communicating through computers and cell phones where often mentioned by the pupils, as engaging in forums, sending SMS and e-mail. The pupils enjoyed making contact with friends and others in the same age. Other types of texts that were represented were practical texts as notes and short messages and literary genres as stories and poems, but to a small extent. According to gender, girls did more often write on their spare time and in more genres than boys did. They were also the only ones that write diaries, letters and blogg. The boys used to chat on the Internet more often as well as write in forums on the web. Furthermore the results showed that 14 year olds did write more often and in more genres than the 13 year olds. But the younger girls did more often write diaries and letters.

    The pupils, especially the girls, described that they liked to write stories. The explanation seems to be the freedom to choose what they want to write about as well as it is fun to read. Also the possibility to try different roles was mentioned. The boys and girls described that they didn’t like write when they were forced to it, neither when the subject lacked interest for them. They also disliked writing under pressure of time.

  • 814.
    Sundholm, Anders
    Södertörns högskola, Lärarutbildningen.
    Matematikboken – betydelse och kvalité: En studie av matematikbokens betydelse för elevers resultat i matematik samt utvärdering av matematikböckers kvalité2008Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Det verkar råda stor konsensus om att matematikundervisningen är viktig för att Sverige skall kunna hävda sig och kunna konkurrera i en global värld. Samtidigt visar det sig att eleverna i allt större utsträckning har svårt att nå målen för undervisningen. En undervisning, som forskningen visar, är hårt styrd av den matematikbok som används.

    I Finland har det visat sig att vilken lärobok som används i undervisningen får statistiskt signifikanta konsekvenser för elevernas resultat. I uppsatsen undersöks om samma statistiskt signifikanta samband även föreligger i Sverige. 149 skolor omfattande 13 408 elever ingår i den statistiska kvantitativa studien. Till skillnad från i Finland pekar resultaten på att det inte går att dra någon slutsats om samband mellan använd lärobok och elevernas resultat. En förklaring till att det inte går att påvisa någon skillnad kan vara att de två helt dominerande matematikböckerna i årskurs 9, i en kvalitativ utvärdering bedöms som likvärdiga.

    För att göra den kvalitativa utvärderingen av matematikböckerna används en metod utvecklad av The American Association for the Advancement of Science, AAAS, i USA. I uppsatsen visas att metoden är tillämpbar i Sverige och kan fungera som det ”instrument för att bedöma läromedels kvalitet utifrån målen att sträva mot i grundskola och gymnasieskola samt motsvarande mål för annan matematikutbildning” som matematikdelegationen efterlyser (SOU 2004:97).

    Den föreslagna metoden används för att granska de två dominerande matematikböckerna i årskurs 9, Matematikboken Z och Matte Direkt. Den begränsade granskningen visar att de båda böckerna är likvärdiga, men framförallt att de har samma svagheter. Båda böckerna får låga betyg i kategorierna ”Building on Student Ideas about Mathematics” och ”Enhancing the Mathematics Learning Environment”. Något som kan få negativa konsekvenser för elevernas inlärning och för sättet som undervisningen bedrivs på.

  • 815.
    Sundin, Anna
    Södertörns högskola, Lärarutbildningen.
    Gymnasiereformer - en jämförelse av politiska argument: En jämförelse mellan gymnasiereformerna 1963 och 20092007Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this paper is to examine witch factors lays behind political decisions when reforming upper secondary school. Three major factors are used: political, economical and structural. These factors become visible by comparing the school reforms 1965 and the coming one in 2009. An analytical scheme is used to find the factors in the primary information. The study is based both political inquiries and on debate articles from newspapers and political papers.

    The results show that two factors are more visible than the third, and that is the ideological and structural. The economical factor is visible but hasn’t the same influence in the debate as the two others and it isn’t conclusive for the reforms.

  • 816.
    Sundin, Marlene
    Södertörns högskola, Lärarutbildningen.
    Den inre bilden av estetiska uttrycksformer: En kvalitativ studie om förskollärares uppfattning av läroplanens mål gällande estetik på förskolan2012Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of the study is to find out what pre-school teachers perceived of the curriculum, regarding esthetic subjects. The study is built on the teachers thoughts and ideas about the esthetic work, and how it is supposed to help all children develop. How the teachers has interpreted the curriculum points on how they have chosen to work with the esthetic subjects. The study is based on interviews with six teachers, from two pre-schools. The material from the interviews has then been analyzed with theories and earlier research.

    The result shows that the teachers think that the esthetic expressions are a language, and that the pre-school is supposed to give the children the opportunity to experience different types, for example dance, music, drama and art. The teachers didn’t seem to have considered the esthetic expressions as a tool to learn other subjects. They have interpreted the aims of the curriculum as aims for the children. Several teachers also think that the aim points on the importance of finishing started projects. They also wish for more time to plan and organize the work with the children.

  • 817.
    Sundström, Johan
    Södertörns högskola, Lärarutbildningen.
    Elevers arbetsklimat, ämnesintresse och medelbetyg i årskurs 9: Om sambandet mellan dessa tre viktiga aspekter i skolans verksamhet2007Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    In the Swedish governing document for the mandatory school (Lpo94) it is laid down that The school shall strive for being a living social community that gives safety and the will and desire to learn. The social community and the social relations in the school everyday existence are thereby without hesitation very important for the students' learning. The teacher always wants to engage the students and create order, comfort and a good work environment. In this essay, the relationship between students' work climates, matter interests and average grades is studied. This gives understanding and awareness in these important parts of the schools´ daily activity. In order to study the relationship a combination of quantitative and qualitative method is used. With a quantitative method the information is collected in a formalized and structured way. The information/data is collected with a field survey of the 9th grade students on three arbitrary schools. Those three schools are to be seen only as representative of students' work climates, matter interests and average grades in a diversified reality. A formalized questionnaire survey and a collection of documents with students' anonymous grades give an equal and comparable picture of three schools. This equal and comparable picture of students' work climates, matter interests and study performances on the three schools give a basis and a starting point to study the relationship. From this starting point and bases the relationship is studied. A qualitative analysis is based on comparing the three schools and to see whether a clear relationship can be found. The qualitative analysis builds on the essay's theoretical frame of reference and the collected formalized and structured information/data.

    I find three simplifications around the studied relationship. The explanations of those three simplifications build up a relationship between students' work climates, matter interests and average grades, study performances. The conclusion I draw is, if the students' work climate can be improved comes positive effects on the students' learning and matter interests. The students' average grades are not only affected of the pedagogic and didactic quality in the education, it is also affected by the students' work climates. The education pedagogic and didactic quality is of crucial importance for students' matter interests. To revive students' matter interests is therefore the teachers' duty. In order to improve students' learning in the school and theirs average grades should one always ensure to improve the students' general work climate.

  • 818.
    Suner, Guler
    Södertörns högskola, Lärarutbildningen.
    Modersmål: En undersökning om vad föräldrar med utländsk bakgrund har för syn på modersmål och modersmålsundervisning2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    My intention with this study was to examine the concepts “mother tongue” and “mother tongue education” and how these concepts are understood by some parents. To reach this goal I’ve conducted a qualitative study, wherein I’ve interviewed eight parents with foreign backgrounds. The study is inspired by hermeneutics in its interpretation of results.

    From this study I can reach several conclusions. To begin with, all parents had a positive view of the mother tongue concept and mother tongue education. It is very important for their children. They need their mother tongue and mother tongue support to be able to communicate with others who speak the same language, and to strengthen their self confidence and achieve a strong personality and identity. Another thing the study shows is that there are some deficiencies in this area, for instance the insufficient amount of teaching hours, the unsuitable scheduling, large class sizes and mother tongue teachers not speaking the same dialect as the children. A third recurring result is the deficient communication between teachers and the parents in the study. The informants had a desire to improve these aspects to allow for the development of the childrens’ mother tongue.

  • 819.
    Svedberg, Linda
    Södertörns högskola, Lärarutbildningen.
    Att arbeta språkutvecklande: En kvalitativ intervjustudie på en mångkulturell gymnasieskola i en av Stockholms förorter2009Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    This essay presents and discusses a study that was performed in a multicultural school, where the teachers, since August 2004, have obtained internal training in how to work with language development. The objective with this essay is to investigate how the connection between language development and the development of knowledge can be understood and apprehended by teachers working in this school, and furthermore, to show how a language developing way of work can be accomplished in the teachers daily work.

    Moreover, I have studied which objectives and strategies, the three language developers in charge of the training of the teachers, have concerning this work, furthermore I have looked into if these objectives and strategies differ from what the teachers understand and practically perform.

    Pauline Gibbons book, Stärk språket, stärk lärandet (2006), has become a base for this school’s work when it comes to language development. Gibbons presents theories and practical exercises which have their origin from Vygotskij, Halliday and Cummins. Their theories have also become my theoretical base in this study.

    I have made qualitative interviews with four teachers working in this school, and with one of the language developers. The results, from the teacher’s views and opinions in this subject, are presented individually. The spread between the teacher’s thoughts, when it comes to the connection between language development and knowledge, is quite extensive and so are the methods they choose, consciously or unconsciously, to work in a language developing way. The most important result, drawn from this study, is that all four teachers give examples of how to work in a language developing way, but only one presents a more well-thought-out method of how to work, and also explains why these methods develops the students knowledge and not only the language development.

    Consequently, there is a gap between the awareness of how important language development is in the process of developing ones knowledge, and how this is performed in the teachers’ daily work with the students’. This could be of interest for the school to investigate further.

  • 820.
    Svedin, Karolina
    Södertörns högskola, Lärarutbildningen.
    Vad vill du bli när du blir stor?: En studie om barns framtidsdrömmar ur ett genusperspektiv2010Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The way towards an equal society, where both women and men has the same possibilities both private and in professional life, has been a long and still ongoing process. During my practical studies to become a recreation instructor I have noticed a difference between the children I have met in my workplace. What I saw was that girls and boys had a different approach towards their future, plus that the pedagogues at the school had different roles depending if they were men or women.

    In this study I have investigated which dreams and visions a group of after-school children has, plus how these distinguish between the genders. I have through group interviews, first three boys and then three girls, investigated how children look at their future focusing on career, spare time and familysituation. The questions have also focused on how children look at the schools pedagogues with gender as a premiss.

    My result shows that the children's vision on their future tends to look different between the genders. The boy’s focus more on a career in either rescue work or on a career were an academic education is required, with an active life on the side. Where the girls focus on working either as a model or a make-up artist, and building a family on the side. The children's answers also show that they see a difference between the female and male pedagogues, where the men are more playful and fun, whilst the women are more helpful and experienced in craftsmanship and likewise. This means that the female and male pedagogues at the school assume different roles that in the long run probably affect the children and their views on feminine and masculine. The study´s result also grounds in different theories about gender plus earlier research in the subject.

  • 821.
    Svensson, Jenny
    Södertörns högskola, Lärarutbildningen.
    Att levandegöra historia: En undersökning om att använda Stockholms Stadsmuseums historia i historieundervisningen2006Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this paper has been to shed light on the ways the history represented at the City Museum of Stockholm can be used in education at the Gymnasia level. I have made use of the following set of questions to attain this purpose: 1) How is the City Museum's activity vis-á-vis the gymnasia organized and what is the purpose of this activity? 2) What positive results do the interviewees see in the collaboration between the schools and the Museum? 3) Why did the teachers represented in this paper choose to make use of the Museum in their education? The bulk of the study is based upon three interviews with the First Curator at the City Museum of Stockholm and two teachers, from Viola Gymnasiet and Skogsgårds Gymnasiet respectively. My method is qualitative and interpretative with hermeneutic features.

    In my interpretation of the source material I have made use of historian Klas-Göran Karlsson's classifications regarding the needs for various forms of history, use of history, users and functions of results. In this way I have been able to establish how the Museum and the teachers represented in the study make use of the history that is represented at the Museum. The Museum and the teachers both use history according to their needs to reconstruct and discover, the latter represented by the research undertaken by the Museum. Hence, it is a scientific usage. The parties also have a need illustrate, make public, and debate; and in this way to make pedagogic use of history. The Museum also makes commercial use of history, which means it is in their interest to increase the value of history.

  • 822.
    Svensson, Maria
    et al.
    Södertörns högskola, Lärarutbildningen.
    Wester, David
    Södertörns högskola, Lärarutbildningen.
    Lärares gemensamma lärande: En kvalitativ intervjustudie av lärares uppfattningar kring samverkan och en gemensam handlingsarena2009Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Studien ”Lärares gemensamma lärande - En kvalitativ intervjustudie av lärares uppfattningar kring samverkan och en gemensam handlingsarena” har syftet att öka kunskapen om betydelsen av lärares möjligheter till att se varandra i handling och ämnar besvara följande frågeställningar; Hur formas, upprätthålls och utvecklas samverkan mellan lärare?, Vilken betydelse utgör en gemensam handlingsarena för lärares samverkansstrategier? Den här studien utgår från teorin om det kollektiva lärandet. Denna teori innehåller tre typer av samtal; berättandet, det gemensamma reflekterandet och det gemensamma intentionsskapandet, som i denna studie ses som villkor för att nå upp till ett kollektivt lärande. Teorin har vidareutvecklats genom ett införande av begreppen ”nätverk” och ”gemensam handlingsarena” som för den här rapporten eventuellt kan ses som ett fjärde villkor för ett kollektivt lärande. Den metod som legat till grund för denna studie är en kvalitativ intervjustudie av åtta verksamma gymnasielärare fördelade på två olika gymnasieskolor. Den här studien visar på att studiens respondenter ger uttryck för att ett nätverkande och/eller en gemensam handlingsarena är en förutsättning för ett kollektivt lärande och kan därför uppfattas som ytterliggare ett villkor.

     

  • 823.
    Svensson, Niklas
    Södertörns högskola, Lärarutbildningen.
    - För vi har slutat nian, fyfan va' vi é bra!: En kritisk diskursanalys av grundskolans fostran från Lgr62 till och med Lpo942008Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    I have studied the curriculum for the compulsory Swedish school, from the curriculum from year 1962 when the Swedish grundskolan became a reality, to the curriculum from year 1994, the one in practice today. My primary interest has been what the curriculum says about bringing up the Swedish youth. My theory has been the British analyst Norman Fairclough’s Critical Language Studies. His thoughts about actual discourse, type of discourse and order of discourse has led me through out this essay. The Irish scientist Kieran Egan has inspired the discourses I have used. His ideas on the history of western educational philosophy has also been a keystone to my work. To make a final analysis, I’ve also used the ideas of the late Italian marxist Antonio Gramsci, his thinking of hegemony in societies, how order is maintained by negotiation and consent.My results are that the four studied curriculums has changed their "sayings" of bringing up of the Swedish youth during the second half of the 20th century, but the mechanisms for power relations has not. There is an individual discourse that has been dominating in all the curriculum except for on of them, where there is a society based discourse that is dominating. The effect is that the curriculums are changing but very slowly and often with the tradition of earlier curriculum with them. Along with this the negotiation has strengthened the politics power over the school, thus making it common sense to leave the upbringing of Swedish youth, more then ever before, to politics.

  • 824.
    Swierk, Joanna
    Södertörns högskola, Lärarutbildningen.
    Mest utlånade bilderböcker utifrån genusperspektiv2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The society in which we live is controlled by various kinds of rules, both written and unwritten. These rules tell us not only how we should act as humans but also how we should act as women and men. Adults teach their children the rules of the society in various ways, but they also act as model figures. Children are influenced by conscious and unconscious actions and also by activities performed by the adults. Furthermore, adults write children’s books which bring the essential content into children’s lives. These books propagate the image of men and women and these images influence children’s view regarding both genders. The aim of this paper was to examine how boys and girls are represented from a gender perspective, based on the 10 children’s books most often borrowed from Stockholm City Library in the year 2010. The method used in this paper is both qualitative and quantitative content analysis. The result showed that feminine and masculine characters are presented from the stereotype gender’s point of view, especially in terms of physical appearance. Some exceptions appeared in terms of stereotypical properties and activities of the genders, but masculine rules appeared to be dominating. On the other hand, there were significantly more masculine characters than feminine characters in the examined children’s books.

  • 825.
    Swärd, Emmy
    Södertörns högskola, Lärarutbildningen.
    Lärares erfarenheter av att använda sociala medier i undervisning2010Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study aims to investigate how and why teachers use social media to reach their students, and how they handle different levels of computer literacy among students.

    The purpose of this study is to investigate the experience of teachers using social media in their teaching. I have done interviews with two teachers, who use social media in different ways. One of the teachers makes her students publish their work on the Internet on wiki-spaces, and the other one use Facebook for discussions and teamwork. 

    This report uses the pedagogy theories laid forth by Vygotskij as a vantage point to analyze the answers from the teachers. I have also looked at some of the published student texts on the Internet.

    This study concludes there are students who don’t have access to computers and Internet at home. They need to practice in school in order to be a part of the digital community. Social media offer opportunities to interact with other people, and that benefits the learning process.

  • 826.
    Säinas, Linda
    Södertörns högskola, Lärarutbildningen.
    Bland maffiasöner, hedersmördare och hemmafruar: En kvalitativ studie av gymnasieelevers konstruktion av genus, klass och etnicitet i pedagogiska rollspel2010Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
  • 827.
    Säll, Calle
    et al.
    Södertörns högskola, Lärarutbildningen.
    Wedin, Hanna
    Södertörns högskola, Lärarutbildningen.
    Skolan och världsmedborgarskapet: Om världsmedborgarskap som pedagogiskt ideal2010Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
  • 828.
    Sälling, Eva
    Södertörns högskola, Lärarutbildningen.
    Lera för livet i lek & utforskande: en studie om pedagogers syn på estetiskt arbete i förskolan2012Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study intends to examine teacher´s thoughts and perception of esthetic activities at preschools. I have chosen to restrict the esthetic area to the significance and function of clay to the teachers and children. On the basis of the belief that children can, and need access to a variety of ways to express themselves, we used the interviews to take part of teachers work and thoughts concerning clay, and the esthetic work. I have in this qualitative study addressed four questions: How do the teachers use clay in preschool activities? What do the teachers think about clay as a tool in the educational work at the preschool? Are the teachers working from the perception of children’s rights to express themselves in different ways and with the help of different tools? What function does clay fill for the children?

    I have interviewed eight teachers and taken part of both older and more recent theories around children and the creativity in esthetic contexts. The result is that clay is a valuable tool for the children and it could work as a tool in the educational work at the preschool. The teachers use the clay to give the children the opportunity to use their creativity, to explain and to talk in a group and also to get to know the material. The teachers have the belief that clay and other esthetic activities can contribute to the language development and give the children more ways to express themselves verbally and with the help of images. My study shows that it depends on the single teacher’s interest and engagement on how big a part of the esthetic activities the child is allowed to take part in, and also how the work with clay is modulated. Furthermore, it looks like there is good access to both clay and opportunities for the children to create in different ways using different materials. The teachers in this study have different experiences and all do not see the clay as the most useful form of esthetic work, but can see that it works as a useful material and complement to other creative material at the preschool.

  • 829.
    Sääf, Christina
    Södertörns högskola, Lärarutbildningen.
    Att "sitta på två stolar": En reflekterande essä om dilemmat med att vara både chef och kollega2011Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Abstract [sv]

     På senare år har ett nytt sorts chefskap blivit mer och mer vanligt, ett chefskap där man är både chef och kollega. Detta sätt att vara chef på är vanligt inom många branscher i dag, även inom förskolans värld, där jag är verksam. Att balansera mellan olika roller på ett övertygande sätt är långt ifrån en lätt sak, men de dubbla rollerna har även positiva sidor. Mitt syfte med denna essä, som är baserad på självupplevda händelser, är att försöka reda ut för- och nackdelar med att vara en chef som sitter på två stolar, och att få svar på frågan: Är det möjligt för en och samma person att gå i och ur sina olika roller och vilka egenskaper behöver denna person ha? 

    För att få svar på mina frågor har jag fört diskussioner med den teoretiska litteraturen. Jag har samtidigt fått möjligheten att använda mig av min erfarenhetsgrundade kunskap genom ett reflekterande skrivande. För att få tillfälle att studera dessa fördelar och nackdelar har jag tittat på betydelsen av förhållningssätt hos medlemmarna i en liten arbetsgrupp, hur den skiljer sig mot förhållningssättet i större organisationer. Jag har också försökt ta reda på ledarskapets roll och betydelse i en liten arbetsgrupp i dagens samhälle, men även resonerat kring ledarskapet ur en historisk synvinkel. Jag avslutar med en artikel ur tidningen Chefs nätupplaga som visserligen inte kan räknas som vetenskaplig, men som jag tycker ger bra och tydliga exempel på hur det faktiskt kan se ut för den som är en ”chef på två stolar”.

    Tack vare detta essäskrivande, som gett mig tillfälle till att reflektera över mina handlingar och tankar, har jag fått möjligheten att se på mitt chefskap med nya ögon. Jag inser mer och mer att en person som har dubbla roller måste vara stresstålig, beslutskraftig och ha ett genuint intresse för verksamheten och personalen. Det viktigaste av allt är att personen har förmågan att lära sig av sina praktiska erfarenheter och göra den till en kunskap som är användbar i sitt chefskap.

  • 830.
    Söberg, Moa
    Södertörns högskola, Lärarutbildningen.
    ”Man sitter på sin plats och räknar i boken”: En studie av elevers uppfattningar om matematik och matematikundervisning med fokus på lärares metoder och verktyg2011Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [en]

    Swedish students' knowledge of mathematics has deteriorated in recent years. Teaching of mathematics is therefore starting point in an ongoing discussion among researchers, school leaders, politicians, teachers and others, who all thinks they know best about how teaching should be designed to the greatest extent possible to raise students' proficiency levels in the subject. Teachers' practices have long been the focus of discussions and views on these differ. The purpose of this paper is therefore to study students 'conceptions of mathematics and mathematics teaching, with teachers' methods and tools of focus, in relation to previous research on the subject. The method used was a survey of students in secondary school and a textual analysis of previous studies on the subject.As revealed by the survey was that the textbook has a big advantage in mathematics education in Sweden today.Many students are not accustomed to working in a different way and thereforedoes not know either what the alternative approach entails. Pupils in secondary school often have a negative attitude towards mathematics, as revealed both by review of previous research and survey. The attitude to mathematics has also deteriorated recently. To improve students' knowledge in mathematics and reverse the negative trend that started, we should make radical changes in teaching. The textbook should no longer be the focus of teaching, but teachers should use diverse methods and tools that make best efforts to capture all students and promote their knowledge.

  • 831.
    Söderberg, Zandra
    Södertörns högskola, Lärarutbildningen.
    Genusmedvetenhet i förskolan: Pedagogers genusmedvetenhet i dagliga arbetsituationer inom förskolan2011Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    My purpose with this study is to examine whether or how teachers are gender-conscious in preschool everyday situations. That is, if they are aware of their attitude and treatment of work on gender and what gender concept has relevance for educators. In much of the practical literature that I read, it appears that many teachers are not aware of their responses and attitudes to children based on gender aspect. I have examined how the gender work differs in the two preschools that I chosen to study.The questions that this study is based on is

    • Does the educators at the preschools work gender conscious in everyday situations?-Is it boys or girls who get the most attention from educators in everyday situations?
    • What do the teachers at the preschool concept of gender?
    • What approach have been the teachers of preschool to counteract traditional gender patterns in everyday situations?

    I have made ​​a qualitative study where I interviewed five educators and made ​​observations on the two preschools. In order to obtain a result, I have processed the interviews and observations, and linked to the theory and the research.The results show that the teachers at the two preschools have different knowledge about gender and work on it in preschools. Educators' awareness of the work varies depending on knowledge and past experience.

  • 832.
    Söderholm, Emma
    Södertörns högskola, Lärarutbildningen.
    Svenska i enlighet med skolans värdegrund?2010Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study aimed at supplementing the Swedish National Agency for Education’s (Skolverket) study (2006) I enlighet med skolans värdegrund? which investigated whether textbooks in various school subjects went against the fundamental values in the curricula Lpf94 and Lpo 94. Due to this study’s supplementing intention, this study uses a similar title as Skolverket. By adding a new subject (Swedish) to Skolverket’s study, this study also strived to show how discrimination might be present in other subjects than the ones Skolverket involved in their study. More precisely, this study examined how the aspects ethnic belonging, functional limitation, gender, religion and sexual orientation (Skolverket used the same aspects in their study) are presented in a textbook for the Swedish subject in order to find out whether or not discrimination occurs. In the analysis I have used a combination of intersectionality and discourse analysis in order to understand and explain findings from the textbook.This study shows that the initial thought that discrimination occurs in more school subjects’ textbooks than the ones involved in Skolverket’s study, was valid. Many examples of differentiation between the norm “We” and the diverged “Them” were found. Moreover, people in the book were seldom presented as foster more than one of the investigated aspects (ethnic belonging, functional limitation, gender, religion and sexual orientation) leaving thebook one-dimensional and focused on normalcy.

  • 833.
    Söderhäll, Julia
    Södertörns högskola, Lärarutbildningen.
    Genusperspektiv vid högläsning: Fyra pedagogers erfarenheter2011Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study is conducted from qualitative research with interviews as a basis, where I have interviewed four teachers from elementary school’s early ages (year 1-3). The aim is to highlight the teacher’s perspectives and experiences of reading aloud, and how they connect the activity to gender.

    The questions at issue that have been answered in this paper are how the teacher’s reflect to gender and reading aloud in a school environment; do the teacher’s reflect over the gender perspective when choosing reading aloud literature? When reading aloud, which attributes are important to highlight for girls and boys according to the teachers? Which books do the teachers consider "good" gender literature?

    The paper is based on the theoretical grounds of social constructivism, gender as construction, gender conscious pedagogy and reading aloud. In previous research the focal point has been Kåreland’s study on gender in literature in pre-school, and on how children are being portrayed in children’s literature today, from a gender perspective.

    The teacher’s that have been interviewed in this study all agreed on the fact that reading aloud is a very important part of education and are used by most teachers on a daily basis. The teacher’s apply the gender perspective on the choices of reading aloud literature to some extent. Another aspect, such as which theme the class is focusing on at the moment, often precedes the gender aspect. The teacher’s were unanimous that there are attributes that should be highlighted for both boys and girls in the classes, and that this can be done through literature. Attributes the teachers believe boys need to develop are, vulnerability, care and emotions, while the girls need to get a chance to develop courage and strength.

  • 834.
    Söderlund, Peter
    Södertörns högskola, Lärarutbildningen.
    Ordning i klassrummet: En undersökning av lärares syn på ordning i klassrummet2005Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    I den här uppsatsen undersöker författaren lärares syn på ordning i klassrummet. Under sökningsmetoden är kvalitativ och empirin har samlats in genom intervjuer av lärare. Analysen är strukturerad enligt ett frågebatteri och frågorna lyder enligt följande; vad är ordning respektive oordning i klassrummet; varför ska ordning råda i klassrummet; hur uppnås och upprätthålls ordning i klassrummet. Parallellt med detta är syftet med undersökningen att försöka finna svar på om det finns skillnader mellan lärares resonemang utifrån skolornas elevunderlag, antal år i yrket och om det finns skillnader i synsätt beroende på om lärarna är födda, uppvuxna och utbildade i Sverige eller i ett annat land.

    Resultaten visar att lärarna inte har en entydig bild av ordning. I undersökningen framkommer emellertid att ordning för lärare likställs med ett gott studieklimat. Det visar sig också att det är betydligt lättare för lärare att definiera ordning utifrån störande beteenden hos elever. Vidare tyder resultaten på att lärare anser att ordning är viktigt i första hand för elevernas skull. I stort sett alla lärare pekar på att ordning är nödvändigt för att uppnå en god inlärningssituation och för att lära elever att visa varandra respekt samt att skapa en trevlig och trygg miljö. Flera lärare pekar på att lärarens beteende också har inflytande på ordningen i så motto att det är viktigt att föregå med gott exempel. De strategier lärarna prioriterar för att uppnå och upprätthålla ordning i klassrummet består av att föra dialog och samtal med eleverna; använda avvärjande åtgärder; egen planering och förberedelse och ordningsregler.

    Resultaten visar att det finns skillnader i lärarnas resonemang utifrån de tre variablerna elevunderlag, antal år i yrket och hemland. Beträffande den första variabeln visar det sig att skolor som har ett heterogent elevunderlag ofta innebär att lärarna har en striktare och tydligare syn på ordning. Är elevunderlaget homogent har lärarna i regel en mildare inställning. De lärare som arbetat många år i yrket, i synnerhet de som arbetar på grundskolans senare år, fokuserar mer på hur de vill att elever ska uppträda och signalerar att ordning handlar om att uppfostra elever. Beträffande den sista variabeln finns tecken som tyder på att lärarens kulturella tillhörighet påverkar lärarnas syn på ordning. Resultatet ska dock tolkas med stor försiktighet.

  • 835.
    Söderqvist, Caroline
    Södertörns högskola, Lärarutbildningen.
    ”Tala nu om för fröken vad du kan”:  en komparativ studie om fem lärares syn på bedömning i skolår 1-32009Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Abstract [en]

    The evaluation and assessment of a pupil’s knowledge is today an important part of a teachers work. The function of the evaluations for younger pupils (grades 1-3) has assumed a more prominent role in the school system due to the introduction of written assessments as well as national testing in grade 3. One of the purposes of this research has been to find out the teacher’s opinions of the written assessment in grade 3. My intention has been to study how teachers feel about assessment in general, what they assess as well as when and how they do it. I also wanted to find out when and how they used “formative” or “summative”assessments, respectively.

    In the empiric research I have used qualitative, unstructured interviews with five professional teachers. All teachers interviewed work in the elementary school system (1-3) and have worked within this school system between 10-30 years. The material gathered from the interviews have been analyzed and categorized thoroughly in order to find various patterns.

    The result of the research showed that the evaluations and assessments are used mainly to indicate each pupil’s individual scholastic development.  Some evaluations are, according to the teachers, included in the daily work with the pupils (and are formative), while other evaluations occur at special, less random occasions (and are summative). It was clear to me that the teachers don’t base their opinions of, and methods in assessment on research but on their long experiences as teachers. One major result from my study is that the teachers don’t look on assessment as being of any greater importance in the elementary school (grade 1-3).

  • 836.
    Söderström, Annie
    Södertörns högskola, Lärarutbildningen.
    Föräldraroll i förändring?: En kvalitativ studie om föräldrar och pedagogers föreställningar om  föräldrarollen i förhållande till skolan2010Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The main purpose with this study is to make the modified parenting visible in relation to the school over time. How have the views of parenting and support, by the pedagogues and the parents, earlier been interpreted and how is it today? The results of the interviews, which were more like an everyday dialogue, were analyzed through a phenomenological effort with a hermeneutist method interpretation. The theory connection has mainly consisted of relevant terms for this study.

    I have come to the conclusion that parents today feel that they have an extended responsibility when it comes their own children’s knowledge. The reason for this is something they already knew and has now been enforced when Skolverket (2009, a) has produced a report which enlightens this and it has been written about in the media.  Some were concerned and felt a lack of competence and time to be able to live up to and take on the increased responsibility. One person emphasized that the school demands parent’s commitment and questioned the school with the mission which has been imposed on them, in case it wasn’t their mission which had been imposed on the parents instead.

  • 837.
    Sörensen, Ulrika
    Södertörns högskola, Lärarutbildningen.
    Synen på små flickors inträde i gymnasiet: en studie över högre allmänna läroverkets gymnasium i Västerås 1927 – 19372005Independent thesis Basic level (degree of Bachelor)Oppgave
    Abstract [sv]

    Den här uppsatsen skildrar utvecklingen av flickors skolsituation vid högre allmänna läroverkets gymnasium i Västerås mellan åren 1927 och 1937. Uppsatsen redogör för både lärarkollegiets och de manliga elevers attityder gentemot de kvinnliga eleverna. I uppsatsen undersöks även vilken ring flickorna valde, latin- eller realringen samt om lärarnas attityder på något sätt kom att påverka flickornas betyg. Undersökningen visar att lärarkollegiet var

    oenigt i frågan rörande flickors rätt till högre utbildning. Det främsta argumentet mot att tillåta flickorna att läsa vid gymnasiet var den hävdade lokalbristen, något som Kungl. Maj: t inte hörsammade, istället beslutade Kungl. Maj: t att omvandla läroverket till ett samläroverk från och med läsåret 1932 – 1933. Ett beslut som väckte blandade känslor hos kollegiets medlemmar. De manliga elevernas attityder gentemot de kvinnliga eleverna var tämligen skiftande. Flera utav de manliga eleverna var emot beslutet att tillåta flickor läsa vid gymnasiet, men det fanns även ett flertal som hävdade motsatsen. De flesta utav flickorna valde latinringen framför realringen. I modersmålet befann sig de flesta flickor över eller runt medel, i matematik var det ett fåtal som låg över medel.

  • 838.
    Talebi Ilkhechi, Laleh
    Södertörns högskola, Institutionen för livsvetenskaper. Södertörns högskola, Lärarutbildningen.
    Det dialogiska klassrummet: En kvalitativ studie om dialog mellan lärare och elever2012Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    En vetenskaplig text. Hoppas att denna text blir till nytta för kommande studenter och blivande lärare.

  • 839.
    Talme, Henrik
    Södertörns högskola, Lärarutbildningen.
    Ingen ska vara en i mängden: Fem lärare om individens lärande.2009Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Läroplanen (Lpo 94) kräver att skolans undervisning ska rikta sig mot varje enskild individs behov, bakgrund och förutsättningar för att på bästa sätt förbereda och fostra varje elev till en framtida verksam medborgare. Forskning på området betonar även den om vikten av individanpassad undervisning. Problematiken ligger i att skolan är uppbyggd efter grupper vilket försvårar detta krav/målsättning. Kunskapsskolan är en skolan som växt upp till följd av Lpo 94 och har som mål att skapa en individuell lärandemiljö. Med utgångspunkt i detta är mitt syfte att undersöka hur medvetenheten är hos lärare på Kunskapsskolan gällande individuellt lärande. Jag har använt en kvalitativ metod i form av intervjuer med fem olika lärare. Resultatet pekar på att individuellt lärande handlar om att skapa trygghet, motivation och meningsfullhet i undervisningen. Lärandet i sig går inte att påverka utan det är i undervisningen du som lärare ska nå eleverna. Det är i undervisningen goda lärandemiljöer skapas, efter var och ens egna unika förutsättningar. Detta är inte alldeles enkelt. Adolescensens inverkan, gruppens påverkan och den psykosociala arbetsmiljön är faktorer som du som lärare måste ta hänsyn till i din undervisning. Personlig relevans och motivation är viktiga pusselbitar för att skapa goda lärandeförutsättningar. Lust att lära är ett begrepp som samlar ihop dessa bitar. Personlig relevans skapar meningsfullhet hos eleven, motivation nås genom att anknyta och anpassa undervisningen till elevens personliga mognad, kunskapsnivå och genom detta skapa flow.

  • 840.
    Tamayo Hokkanen, Roberto
    Södertörns högskola, Lärarutbildningen.
    Konstruktionen av Amerika: Om objektsbildning och hur objektet Amerika skapas i två historieböcker för gymnasiet2010Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of this essay has been to show how the object America is constructed in two of the most used history books in Swedish high school. The theoretical framework used in this paper is based on the post-structural discourse analysis as presented by Michel Foucault. More specifically can be said that Foucault´s theories about formation of objects have been used as a tool to show how the image of America is constructed in the books. Later this paper also discuses which subject positioning the studied books take, also this inspired by Foucault´s theories.

    The study is presented with long quotes from the studied material to reach a transparency that enables the reader to see which dictums the conclusions are based on. This also makes it easy for the reader to judge whether or not the conclusions are reasonable. Two central themes has been located and focused on: 1) The arrival of the Europeans and their conquest of America and 2) the emancipation from Europe. With its focus on America this essay has been able to reveal that America gets its meaning through the Europeans which due to the theoretical framework means that America doesn´t exist without being contrasted with the European civilization. The essay has also shown that the linguistic category “America” embodies different significance in different parts of the books. At first America is generally described as a continent without history that gets invaded by Europeans and the linguistic category refers to current Latin America. This changes however and later the linguistic category “America” refers to the current United States and gets associated with terms such as freedom.

  • 841.
    Taskin, Sevgül
    Södertörns högskola, Lärarutbildningen.
    Hur skiljer sig skolmatematiken för årskurs 3 i en turkisk och en svensk skola?: jämförelsestudie av undervisning i matematik i Turkiet och Sverige 2009Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of the study is, through some aspects, to make it visible and compare the education in mathematics in classes 1-3 in Sweden and Turkey. I have also studied the mathematic lessons, textbook and teaching aids, examinations and the use of calculator, on the basis of steering documents in curriculum and syllabi. The method used in this study contains of qualitative interviews and have an unstructured character but also observations noted continuously. The result is a comparison between my own experiences and the observations connected to relevant theories and the questions.

  • 842.
    Tebasoboke, Joseph
    Södertörns högskola, Lärarutbildningen.
    Mathematics can be simplified if teachers will increasingly focus on reaching students’ mathematical awareness2011Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Mathematics is perceived as a difficult subject to many students internationally and Sweden ranks among EU/OECD countries that perform poorly, cited in the TIMSS 2007 assessments. The aim of this essay is to investigate the causes of the poor performance in Mathematics in many of Swedish Secondary schools and it will contribute to the solutions of this problem. The framework of this essay takes into consideration issues on; school curriculum, instruction of knowledge by teachers, construction of knowledge by students, their interactions and experiences in the situation of learning. Teaching methods have been seen as the starting point upon which students can be invited to carry out communications, reasoning and arguments in mathematics. This can be useful in developing capabilities of solving mathematical problems as recommended in Secondary School regulations book. The interviewed teachers’ experiences and approaches in selecting teaching methods have been interpreted to correspond with students’ involvement in learning mathematics. The essay has found out that there is a positive effect on understanding mathematics if teachers can select teaching methods that suits a specific object of learning. This however, has left one disturbing question for further researchers to answer; to whether it is enough for highly motivated and hard working students to study mathematics based on memorized wisdom (ideas) as it does not promote mathematical awareness.        

  • 843.
    Teeling, Emma
    Södertörns högskola, Lärarutbildningen.
    Genus och förskola i bilderboken: En analys av hur förskola eller förskoleklass och pedagoger framställs i sex bilderböcker2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of this essay is to analyze six picture books from a gender perspective. Research and investigations shows that children's literature has a big influence on how young children understand norms and values related to gender identity. It is written in the Swedish curriculum for the non-compulsory school system that the pre-school should counteract traditional gender roles.

    In this essay, six picture books with stories that take place in a pre-school or a pre-school class are being analyzed. Two of them, according to their market strategy, challenges established gender norms. I have investigated if there are any differences between how the educator as a character and the pre-school are portrayed where a girl contra a boy has the leading role. The focus of the essay is on the educator’s approach towards the main character as well as how the pre-school or pre-school class is being portrayed. I have also compared the two books that challenges established gender norms with the other four.

    Qualitative content analysis has been used as method. Both the text and illustrations are interpreted and analyzed in the essay. The main theory that is applied in the analysis is the gender theory, in which the term "gender" refers to social constructions, rather than biological phenomenons, of femininities and masculinities.

    In conclusion it can be stated that the girl characters have a more positive relationship to the educator and the pre-school than the boy characters. In the books which have boys as main characters the relationship with the educator is implicitly or explicitly negative or distanced. In all of the books, in which boys hold the leading role, the pre-school or pre-school class is portrayed as a quite gender-segregated environment. This is an image that is not as noticeable in the books which have girls as main characters. It can also be interpreted that the books that are introduced to the market as challenging of gender norms in some aspects confirm, rather than challenge, established gender norms.

  • 844.
    Teimouri, Hamid
    Södertörns högskola, Lärarutbildningen.
    Koranundervisning i en svensk moské: Turkisk ideologi som religionspedagogik2010Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The present thesis deals with Qur'anic Studies among Turkish immigrants inSweden. The aim is to investigate the significance of Qur'anic Studies forMuslims in a country like Sweden. This thesis also highlights the role ofthe Turkish state in encouraging and funding Qur'anic Studies in Sweden.I have carried out a case study on a Mosque outside Stockholm, where anImam, sent by the Turkish government, is in charge of the Qur'anic Studies.It is found that Qur'anic Studies is important for Muslims in Sweden in theirefforts to preserve their religious identity. The results also indicate thatQur'anic Studies also has an ideological dimension insofar as it is a meansfor Islamic governments, groups and individuals to further the interests of political Islam.

  • 845.
    Teimouri, Maryam
    Södertörns högskola, Lärarutbildningen.
    Läsförståelse: En studie av pedagogernas arbetssätt med läsförståelse2011Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
  • 846.
    Tengvall, Catrin
    Södertörns högskola, Lärarutbildningen.
    Identitetssökandet hos unga flickor i 2010 års barn- och ungdomslitteratur2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    My ambition with his exam is to study how young girls are being depicted in swedish novels of 2010. I have analyzed how the identity and the search for identity are produced in these books. To be able to make my analysis of these books I have used Maria Nikolajeva’s book Barnbokens byggklossar. From wich I have worked out a few questions that I have used my analysis in the portrayal of these girls. All the girls are between 12-14 years old and they all are struggeling to find out who and what they realy are.

    To put my results and analysis in a bigger perspective i have compared them with earlier research of how girls have been depicted in novels through history.

    Throughout history girl books have had the purpuse to bring up girls into being good girls. In the novels of 2010 we can see that girls now are being depicted differently. But one thing they all have in common is their search for identity and for finding who they realy are. They all are struggeling to trust who they realy are and to find the courage to stand up for themselvs and their identity.

  • 847.
    Tengvall, Catrin
    Södertörns högskola, Lärarutbildningen.
    JAG - Vem är det?: En studie om bilden av identitetssökandet hos unga flickor och pojkar i 2010 års barn- och ungdomslitteratur2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Last spring I did a study where I studied how young girls where being depicted in Swedish novels of 2010. My ambition with this exam is to study how young teenage boys are being depicted in Swedish novels of 2010 and to compare this study and the results with the results from my study last spring. Throughout history we can see that boy’s novels have had the purpose to bring up boys into being adventurous. In the novels of 2010 we can see that boys now are being depicted in another more modern and contemporary way.

    From my analysis we can see that all the books have many things in common. One of them is the young boys search for identity and for finding who they really are. They all are struggling with their trust to themselves and their self-confidence.

    We can see that all the books show how young boys today are struggling to find the courage to stand up for themselves and their identity.

    In my comparison with the results of both of my studies we can see many similarities. Both studies shows young teenagers search for identity and for finding the courage to show how they really are and for standing up for themselves. We can that despite gender the young teenagers are all having the same reflections and feelings.

  • 848.
    Tennholt Bortz, Karolina
    Södertörns högskola, Lärarutbildningen.
    "Det är väl min egen lathet, ambition och inspiration som sätter gränser": En normkritisk genusstudie om engelsklärares val av romaner till litteraturundervisningen2011Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [en]

    From an anti-oppressive and a gender perspective, the aim of this paper is to examine whether three English teachers at a comprehensive school in Stockholm make gender conscious selections when selecting novels for their English literature lessons. Through quantitative research, semi-structured interviews and e-mail interviews with these teachers I have attempted to find out if they include both male and female writers when selecting English novels for their students and also what factors affect their selections. I have analyzed the interviews and the quantitative research by using a qualitative and a quantitative content analysis. The theories that I have established my analysis upon are gender theories about the male norm in society, the feminist Simone de Beauvoir’s ideas about the woman as a second gender and the sociologist Raewyn Connell’s gender regimes. Furthermore, the Professor Kevin K. Kumashiro’s theories on anti-oppressive education have been very useful when interpreting my research. My results show that these teachers do not make gender conscious selections for their English literature lessons since they almost only choose novels written by men. They explain their choices to depend upon factors such as them wanting to individualize their literature lessons by selecting novels that their students will enjoy. They also elucidate the issue that the school only has a limited selection of novels to choose from, which narrows their choices. But I argue that since the teachers are able to purchase new novels to the school and also borrow class sets from the Public Library, they have the possibility to select novels by female writers as well. I interpret the fact that they almost only use novels written by men as a result of the male norm in society, which influences the teachers on a subconscious level. That the teachers select male writers prior to female writers results in the students achieving an inadequate education, given that they mostly learn about the male perspective upon the world, since the female angle is invisible. If these teachers would begin working from an anti-oppressive perspective and make gender conscious selections of novels for their English literature lessons, they must first be aware of how the male norm influences them. 

  • 849.
    Thelin, Staffan
    Södertörns högskola, Lärarutbildningen.
    Fem lärares syn på att kunna sätta gränser mellan det professionella och det privata: en kvalitativ studie2005Independent thesis Basic level (degree of Bachelor)Oppgave
    Abstract [sv]

    Syftet med denna uppsats har varit att undersöka hur man som lärare skall kunna sätta gränser mellan sin yrkesroll och sitt privatliv i relationen med elever/föräldrar. I undersökningen har jag valt att använda mig med hjälp av en teoretisk modell för att studera denna gränssättning. Modellen har inte för avsikt att bevisas utan skall fungera som en utgångspunkt i undersökningen. Jag har begränsat mig till att endast studera lärarens omsorgsansvar för elever på gymnasiet. Studien sker utifrån ett lärarperspektiv och har genomförts med hjälp av en kvalitativ intervju metod för att kunna uppfylla syftet med ppsatsen. Jag har genomfört djupintervjuer med fem stycken gymnasielärare på tre olika kommunala gymnasieskolor i Stockholms län.

    Den teoretiska anknytningen i min studie bygger på en definition av vad begreppet ett professionellt förhållningssätt står för och en beskrivning av den teoretiska modell jag har valt att använda mig av. Jag har också kortfattat redogjort för en del teoretisk litteratur som delvis ligger till grund för de teorier som beskrivs i modellen.

    Jag har kommit fram till i min undersökning att det är viktigt som lärare att kunna sätta gränser mellan sin yrkesroll och sitt privatliv i relationer med elever/föräldrar. Denna gränssättning är problematisk och att lärarens personliga kvalitéer och egenskaper betyder mycket i relationer och möten med elever/föräldrar inom omsorgsrelaterade frågor. Studien visar också på att det kan finnas olika typer av lärare med olika förhållningssätt till hur man skall sätta gränser mellan det privata och det professionella. Jag drar även slutsatsen att det är viktigt att läraren har möjligheter att kunna få hjälp i olika svåra gränsdragningssituationer som kräver detta för att kunna agera utifrån ett ”professionellt förhållningssätt”. I undersökningen framkommer också att lyhördhet är en viktig egenskap att ha som lärare och att åldern och erfarenheten är relevant för att öka lärarens självkännedom. Det är viktigt att skolorna kan stödja lärarna i deras arbete i gränsdragningsproblematiken exempelvis genom olika fortbildningar och handledningsgrupper i dessa frågor. Man kan som yngre lärare också ha ett större behov av stöd i dessa frågor.

    Den teoretiska modell jag hade valt att använda mig av fungerade som ett bra stöd för min undersökning men det är också troligt att det kan finnas andra liknande modeller som man kan använda sig av för att forska inom området.

  • 850.
    Thid, Emelie
    Södertörns högskola, Lärarutbildningen.
    Att vara lärare med interkulturell kompetens: En kvalitativ studie med förskolelärare/lärare som gått interkulturell lärarutbildning2011Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The Swedish school is today a meeting place for many people with different cultures. The teacher education at Södertörn University have since 2002 been influenced by an intercultural profile. The purpose of this study is to investigate how the intercultural profile of Södertörn University is expressed in preschool- teachers/ teachers work. Is an intercultural approach requested in schools and is intercultural approach useful and applicable in the teaching profession? The report is based on a qualitative study of what intercultural competence means for five preschool- teachers/ teachers who have graduated from Södertörn University. The report describes what intercultural competence means to them and how they use their intercultural competence in their work. It also investigates the employers view on intercultural competence.

    There seems to be some uncertainty about intercultural competence, during the interviews with the preschool teachers/ teachers they became more aware of how they actually use their intercultural competence. These preschool- teacher/ teacher have perhaps not had the opportunity to reflect on the concept. My conclusion is that intercultural competence is essential in school because teachers meet people with different cultures every day, that’s why teachers need to work with ethnocentric behavior. Teachers have a responsibility not to pass on prejudices about people to their students. All children have a right to feel included in the school community regardless of who they are and where they come from.

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