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  • 851.
    Thisner, Josefin
    Södertörns högskola, Lärarutbildningen.
    Konflikthantering i skolan utifrån ett lärarperspektiv: om lärarens ansvar och roll i arbetet med och kring konflikter som uppstår i skolans vardag2012Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    In this thesis I have discussed about conflict management in school, from a teacher´s perspective. Focus has been on Swedish schools, especially on the teachers who are active in primary school. Several perspectives have been given, including an intercultural approach which has been the most recurrent. The importance of teachers’ emotional maturity, knowledge about democracy and values, as well as teacher’s impact by being a sharp leader in different ways are other subjects the essay has touched. Concepts such as discrimination and degrading treatment have been attended too and governing documents and laws have been discussed from different aspects.

    My method was to survey the area conflict management. I did this partly by means of literature and research in the field and with the help of a questionnaire survey with seventeen teachers. The result of the questionnaire survey shows that many teachers want tips and practical advice regarding how to handle conflicts that arise in school. Several also pointed out the lack of time for conversation between colleagues. Conflicts regarding gender identity or expression, and ethnicity were the two types of conflicts the teachers stated that most of the seven grounds of discrimination.

    After writing this thesis I carry with me the hope that the social part of the teaching assignment, which includes conflict management, will be taken more seriously in future teacher training. The experience provided on the clinical education is not sufficient to form an opinion about ethics and conflicts in reality.

    Finally, I conclude that it is still not about to have a conflict-free school, but it's about having professional, skilled and aware teachers who are to take children's side when conflicts arise. With an intercultural approach and a large portion of humanity, I believe that both future and practicing teachers will be able to succeed even better in the future to prepare students for the life that awaits them.

  • 852.
    Thornér, Kristina
    Södertörns högskola, Lärarutbildningen.
    Lärobokens roll i matematikundervisningen.: Allmändidaktisk tillämpning av van Hieles teorier vid introduktion av algebra.2005Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Detta arbete är en textanalys av hur några svenska läroböcker i matematik introducerar algebra speglat i van Hieles teorier om tankenivåer vid inlärning. Van Hieles teorier poängterar språket som kunskapsbärare i matematik vilket går som en röd tråd genom analysen. Generellt börjar läroböckerna på van Hieles tankenivå 3. Enligt van Hieles teorier borde undervisningen i algebra börja på nivå 1, vilket då blir lärarens uppgift att göra utan stöd av matematikboken. Förslag på arbetssätt för nivå 1 och 2 ingår.

  • 853.
    Thurfjell, David
    et al.
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Olsson, Susanne
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Ross Solberg, Anne
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap. Södertörns högskola, Lärarutbildningen.
    Kunskap i förhandling: Europeiska muslimer mellan konkurrerande världsbilder2012Inngår i: Resultatdialog 2012, Stockholm: Vetenskapsrådet , 2012, s. 119-123Konferansepaper (Annet vitenskapelig)
  • 854.
    Thyrén, Charlotta
    Södertörns högskola, Lärarutbildningen.
    Integrering av svenskämnet och karaktärsämnen på gymnasieskolans yrkesförberedande program. En metod för att anpassa svenskämnet till elevernas programval.2006Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This essay is about integration of theoretical subjects and practical subjects at the vocational training education in a Swedish Upper secondary school. The purpose of the essay was to examine if integration of the subjects increases the students` motivation for, interest in and knowledge of the subject Swedish. Other purposes were to examine how the teachers organize their teaching of Swedish in order to adjust it to the students’ interests and to examine the students’ attitude towards Swedish as a subject.

    The essay also describes the recent development of the vocational training education of Swedish Upper secondary school and presents theories about learning and other examinations about teaching of theoretical subjects at the vocational training education.

    The examination carried through with a questionnaire which was distributed to the students at three programs at the school and interviews with the headmaster and two teachers. The result of the study showed that a small majority of the students believe that integration increases their motivation in and knowledge of Swedish. A small majority of the students did not believe that integration increase their interest in Swedish. Most students think that Swedish is an important subject and a majority are positive to an adjustment of the subject so that it will integrate more with the education as a whole.

  • 855.
    Thörnblom, Malin
    et al.
    Södertörns högskola, Lärarutbildningen.
    Alija, Florineta
    Södertörns högskola, Lärarutbildningen.
    Teknikens betydelse i en lärande miljö: Datoranvändandets betydelse i undervisningen för elever i åk 7 i en Stockholmsförort2008Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    We live in a society that is constantly developing and where technology is getting a more major roll. The school is a very important part of our society and should therefore develop in pace with the surrounding society. Having this in our thoughts we decided that our purpose for this case study should be to study the importance of technology in a learning environment for seventh graders in a specific school. To be able to find this out, we have used constructivism and sociocultural perspective on learning. We have gathered our empirical data for the study through participant observations and a focus group interview. We have also taken part of prior researches on the matter of the importance of computer using for the pupils learning. The results that have been presented are contradictory. The conclusion of our case study is that the use of computers is meaningful for the students participating in this case study. However the interest and knowledge of the pedagogue for technology affects the extent of using it in the classroom. Another important factor for the significance of computers in teaching is how the computers are placed in the school and in the classroom.

  • 856.
    Tillberg, Britt
    Södertörns högskola, Lärarutbildningen.
    Inkludering av barn med särskilda behov: En studie om pedagogers tankar och syn om inkludering2012Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    In today's preschool teachers should strive for us to have an inclusive preschool regardless of background, knowledge, culture. The conditions that everyone should have the right to education. Therefore the purpose of this study to enhance the understanding of the informants' views and thoughts regarding the inclusion of children with special needs. My study focused generally on children with special needs, but not against any particular diagnosis or a particular area related to children with special needs. To get answers to my questions I used qualitative interviews. I wanted to find out teachers' views on inclusion through my issues. Do the same laborious manner? Can they include the children giving other children anything? Operates the basis of the policy documents? My informants were three pre-school teachers and an educator who works as a preschool teacher but are trained in physical therapy for children with special needs. The results show that the informants are mostly positive about inclusion, but they feel that more resources are needed for children's group. A teacher thinks it is a vision that we are not quite there yet in terms of inclusion. Informants believe that the children with special needs and other children's group, is a complement to each other with their different experiences. The informants are striving for that all children in kindergarten to feel equal. And they are trying to build the business so it will suit all children's needs and circumstances. But there are concerns about the environment that will build on the needs of all children. It is difficult to build up the environment for all children to explore according to their needs. Some obstacles may occur when you have to make sure no child's needs and you have to remove the spent material not can be there. But the informants taking up the most is the lack of skills among the other teachers at the preschool. That you have to give pre-school teachers more skill to operate, including preschools.

  • 857.
    Tornberg, Sandra
    Södertörns högskola, Lärarutbildningen.
    En granskning av det postkoloniala perspektivet i läromedel i historia2008Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The essay examines and compares three different textbooks used in gymnasieskolans A- course from a postcolonial perspective. The method used in the essay is a qualitative analysis. Edward Said’s postcolonial theories are used as a tool to facilitate the analysis of the textbooks. The purpose of the essay is to examine how the textbooks depicts different parts of the world, are they depicting a multicultural world view, or are the textbooks assuming a western perspective in their description of the world. The conclusion is that all textbooks used in the essay have a western perspective when they describe historical occurrences.

  • 858.
    Toro Marques, Alejandra
    Södertörns högskola, Lärarutbildningen.
    ADHD- diagnosen i skolan: En kvalitativ undersökning om fem pedagogers förhållningssätt till diagnosen ADHD i Åk 6-92010Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    ADHD (attention deficit hyperactivity disorder) is a phenomena that is much talked about in both schools and in communities. Today, there is a conflict surrounding the diagnosis ADHD. A part of the conflict takes part between the sociologist Eva Kärfve and Christopher Gillberg, professor in child- and teenage psychology. The roots of this conflict surrounds the much debated line of what is seen as normal and “too” different, basically how many children that actually should have the diagnosis. The purpose with this study is to show five different views of the diagnosis ADHD, using five teachers.

    To make this study possible, five informants have participated and shared their view on the diagnosis ADHD as well as their experience with the diagnosis. The informants work at a school in the municipality of Huddinge. The school has students from the 6th to the 9th grade, one preparation class, on special school class and one study group for students with concentration difficulties. The study is based on a method of study which focuses on interpretation of the empirical material.

    The result of this study is that the informants were of the opinion that medication was a big advantage with the diagnosis, so that the students could work in a school environment.

    Though there were separate opinions on whether or not the medication should be used and to what degree. The result was that certain informants thought that there were many tricks in the physical environment that could be useful, before adding medication to the equation.

    The informants thought that one big disadvantage with the diagnosis were that the students were very careful with not sharing the information about the diagnosis to other students. The informants believe that students with the diagnosis ADHD could get some form of “label” on them from their classmates and the teachers.

     

    Keywords: ADHD, medication, diagnosis, normality, stigma, individualization

    Nyckelord: ADHD, medicinering, diagnos, normalitet, stigmatisering, individualisering

  • 859.
    Touma, Maria
    Södertörns högskola, Lärarutbildningen.
    Likheter och skillnader i Religionsundervisningen: en jämförelsestudie av religionsundervisningen i en konfessionell muslimsk friskola och en kommunal skola2011Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study was to gain a greater understanding of how the teaching of religions in schools look like and to get an understanding of how teachers integrate religious beliefs in their teaching. The investigation has taken place at two schools, one school of private ownership with confessional orientation and on an other public school with non-confessional orientation. I have been observing lessons in religion and interviewed teachers at each school to compare and see similarities in teaching.

    The results of the survey show no major differences in religious teaching approach. Both schools have lectern teaching and teach all the major world religions objectively. The big difference is that the confessional Muslim-oriented school offers the students more space to learn and study Islam by adding an extra class of Coran teaching, and a customized environment that help and encourage students to become practicing Muslims.

  • 860.
    Trolle, Anna-Lena
    Södertörns högskola, Lärarutbildningen.
    "Att föräldrarna får vara sig själva är den stora vinsten": en studie med betoning på den kortare inskolningsmodellen i förskolan2010Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    I have examined acclimatization models in pre-school. My emphasis is on the shorter acclimatization models. To begin pre-school is a big change, not only for small children, for the whole family as well. It is important to get a good acclimatization in pre-school, and one of the things it takes to achieve that is to interact with the parents. The reason why I chose this subject was because we have not studied much literature about this subject during our education to become pre-school teachers. I have intervjued five pedagogues about their experiences of the short acclimatization model. My aim is to find out why the pedagogues choose to apply the brief model. My questions are following:

    • What are the benefits with the short acclimatization model?
    • How do the pedagogues experience the parents participation during the acclimatization?
    • How are the flexibility on the number of days wich the acclimatization is calculate to go on?

    When I was studing the results of my intervjues I come to the conclusion that having a good relationship with the parents is very important. Childrens security and needs, and the pedagogues responsibility are all parts of eachother and have to exist because the acclimatization of the children are going to be as good as possible.

  • 861.
    Truedsson, Christina
    Södertörns högskola, Lärarutbildningen.
    Scoutförskola: En förskola med scoutprofil2011Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Due to the interest of starting a preschool with a scout profile in my circle of acquaintances I chose to write my report about how the scout method would work in a preschool. I did this by comparing the origin of scouting and preschool. I based my report on the following questions:

    • Are there any similarities or differences with curriculum, education act and the scout method that can make it easier/harder to work with the scout method in the preschool?
    • There are many theorists that have had influence on the preschool. Give some examples of their theories that could affect the scout preschool?
    • What is the difference between a teacher and a scout leader?
    • What would a preschool look like if you included the scout method in the daily activity?

    With the help of my literature studies I compared the scout method against the laws and rules to make sure that the scout method doesn’t contradict them. The result I came to is that you can work by the scout method in a preschool.I base this on that the education act is a law, the curriculum is a guideline and the scout method is the basic principles. This means that you can have the scout method as the basic principles of a preschool.

  • 862.
    Tsappos, Vasiliki
    Södertörns högskola, Lärarutbildningen.
    STRESS med stora bokstäver bland små och stora människor2011Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Abstract [en]

    This essay deals with the issue of children and stress, and the impact that stress can have on children. The purpose has been to explore how I, in my role as teacher, can prevent children from developing stress in preschool, and how I can prevent stress to develop inside of my own department. My essay is structured as follows: First, I describe my practical work with children. Then I analyze some research literature on stress, and finally I reflect over what I have described earlier and try to connect the practical with the theoretical.

    In the practical part of this essay I describe the various events that I have observed during my work in preschool, where I have seen how stress can affect both children and teachers. Then I describe how the increasing size of children’s groups can create stress because of the noisy environment of the department. Moreover, I discuss how children are being negatively affected by their parents’ separation, and how we as teachers are performing under such circumstances. The questions I focus on are: How can we help both the children and ourselves to handle this problem? How can I as a teacher prevent stress? And what do scientists believe that stress is?

    By grounding these questions in the research literature I have expanded my understanding of what the definition of stress really means, and I have gained new insight about how teachers can prevent stress to develop in the preschool environment. In the reflection part of this essay I discuss the various symptoms that stress can cause according to the research literature and connect these theories with my practical work experience with children.

  • 863.
    Tufvesson, Birgitta
    Södertörns högskola, Lärarutbildningen.
    Vad har en AD/HD-diagnos för betydelse för barnet i skolan?: Sett ur pedagogens, specialpedagogens, läkarens och förälderns perspektiv2010Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this research has been to study and find out if a diagnose AD/HD is of importance. Does a diagnostic significance matter for how to support and respond to children in school? Are diagnosed children with signs of AD/HD treated differently than children without diagnosis? My study is based on input from teachers, special educators, from two different schools and also one doctor and one parent.

    I have interviewed teachers, special educators, one physician and one parent. I have been using qualitative interviews with tape recorders and emailed them with open questions. I have been using literature; see bibliography. And my own experiences with the meeting of these children have meant a lot to me when I typed. First of all, I have focused on what AD/HD is, the diagnosis, medication and treatment of AD/HD. After that I continued to analyze my questions to see what emerges from the interviews made. Are they treated the same, does the diagnose make a difference to how these children are treated? Or do they need special medication to see a difference or other methods.

    The result is that the diagnosis does not mean so much to a child with AD/HD in today's schools. It may be a response to something that is different and there is often a relief to have that confirmed. That it reduces the guilt of parents, teachers and even the child.  What matters is how the child responds, and the support provided to the child. I can also see a difference in the children who taking medication, both positively and negatively.

  • 864.
    Tuhkasaari, Linda
    Södertörns högskola, Lärarutbildningen.
    En barnomsorg som inte räcker till: En undersökning om hur nattis framställs i media2012Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Abstract [en]

    This is an examination that investigates how daycare during nights, evenings and weekends, so called “nattis”, is produced in media with restriction to three big Swedish newspapers during 2004-2012. The main intention and the base to this work is to see how media chooses to produce daycare during nights. As a help to find a result to this main intention there are four questions. These questions are which similarities and differences that can be shown in the articles, which main arguments that can be shown, if it’s a positive or negative picture that the articles are producing and which patterns and themes that can be shown.

                          The method to find an answer to these questions and the main intention were an investigation of 21 articles. To analyze the material, content analyses has been used. A restriction to opinion pieces and editorials has been made because of the content. The search word was “nattis” and over 100 articles were shown, therefore the restriction was made to opinion pieces and editorials.

                          The theory that this work is based on is social constructivism. Two important concepts in this work, which are derived from social constructivism, are construction and deconstruction. Three keywords in this work are media (media), constructions (konstruktioner) and daycare during nights (nattis).

                          The result of this investigation shows briefly summarized that daycare during night is produced both positive and negative. The result also shows how the daycare that you can find today doesn’t function for parents that has jobs that requires them to work when the “ordinary” daycare is closed.

  • 865.
    Tumturk Korkmaz, Songul
    Södertörns högskola, Lärarutbildningen.
    Pedagogisk lek i förskolan: En samtalsanalytisk studie av pedagogens roll i olika lekaktiviteter2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Play is an important part of children´s everyday life, it is through play children develop. Play occurs a lot in kindergarten and in this study, the aim is to examine how play activities play is used in preschool teaching and the role of the teacher´s in the play. Video recordings of play activities done and qualitative methods (conversation analysis) has been used to analyze the video recordings. The results of this study show that play are widely used as a pedagogical tool in preschool. It is through play children develop. When teachers are present in children's play, they contribute to the activity and encourage children to play. The teachers know that they have responsibility for children's development and ensure that children get the help they need. Role play is central to play in both free play and in the teacher-driven games.

  • 866.
    Tungert, Yeliz
    Södertörns högskola, Lärarutbildningen.
    Att lämna muslimska friskolan: Sex intervjuade elevers berättelser om hur de uppfattade övergången från en muslimsk grundfriskola till en kommunal gymnasieskola2009Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
  • 867.
    Tuomaala, Seidi
    Södertörns högskola, Lärarutbildningen.
    "Pojkar blir på ett annat sätt än flickor ett ordningsproblem i klassrummet": En intervju-undersökning av diskursen om pojkar och flickor i behov av särskilt stöd2012Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This paper examines how remedial teachers and subject teachers in two secondary schools talk about pupils with special education needs (SEN) both in general, and more specifically about boys and girls who need special education. The study is based on 6 interviews with teachers in two secondary schools in the Stockholm area. In the analysis of the interviews, two different theories have been used. Firstly, the teachers´ speech has been analyzed based on three perspectives; a compensatory-, a critical- and a dilemma perspective (see Nilholm, 2007). Secondly, discourse analysis has been used to examine how the teachers in the study talk about boys and girls in the special education. The two categories "boys" and "girls" have been analyzed regarding which qualities and actions they are associated with.

    The result shows that there are two different discourses about pupils with SEN that are used by teachers today, a medical-psychological discourse which fits into the compensatory perspective, and a socio-political that goes along the critical perspective, and focuses on environmental reasons for problems that occur in school, rather than laboring the individual as the problem. Also the dilemma perspective is found explicitly in one informant´s speech. All teachers but one can immediately name differences between boys and girls with SEN. The differences that are mentioned are for example that boys mature slower, need more practical support in remembering to sit still and bringing the correct material to class, and more often than girls, boys show their difficulties by being noisy in the classroom. Girls are described as the opposite. They mature more quickly, are able to focus in school, are more motivated and able to sit still and work effectively. One teacher feels uncomfortable in speaking about gender differences in behavior, and most teachers think that these differences are cultural and social, not biological. Even so, all teachers seem to have thought about gender differences and can name many. Generally the teachers seem quite aware of the order of the discourse that is what is okay to say about gender differences and pupils with SEN and what is not.

  • 868.
    Ugolini, Lorenza
    Södertörns högskola, Lärarutbildningen.
    Varför ska vi gå till skolan?: En kvalitativ studie om skolk på gymnasiet utifrån ett sociologiskt perspektiv2009Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of this paper is exploring questions regarding the problem of absenteeism among high-school students in Sweden. Fifteen students attending an urban high-school have been interviewed about their views and experiences of absenteeism. The author analyzes the students’ answers by taking into account two different sociological approaches which give two different explanations about the way young people experience and estimate education. The French sociologist Bourdieu theorized that differences in cultural capital influence the permanent internalization of patterns of thought and behavior. Bourdieu defined as habitus the result of the process of internalization of cultural and social structures which affects the way individuals think and act.

    The German pedagogue Thomas Ziehe explored the changes in norms and tradition connected with the modernization of society. Ziehe argued that we are witnessing a period of cultural release and erosion crisis that have deeply affected and changed the lives of young people today.  What does influence students’ attitude towards absenteeism? Does absenteeism reflect different possession of cultural resources or may be explained by the changes in norms that have occurred over recent decades? The findings of this study show that the students’ socio-economical background still matters in affecting their opinions and attitude towards absenteeism, but that is not an exhaustive argument in explaining all the reasons why students do not go till school. The students’ answer suggested that the relation to the teacher may be a determining factor in explaining absenteeism.

  • 869.
    Uluseker, Saadet Pelin
    Södertörns högskola, Lärarutbildningen.
    Hur lägger lärarna upp matematikundervisningen i förberedelseklassen?: En studie om lärarnas upplevelser, arbetssätt och svårigheter de möter i förberedelseklassen2012Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    National Agency for Education for the results of national sample results show that students with another mother tongue than Swedish have low results with a larger percentage than majority students. Research shows that this depends on their mother tongue and the importance of language in the subject to learn.

    The purpose of this study was to examine how teachers experience, plan and implement their teaching field of mathematics in the preparatory class. The focus is on two perspectives; an intercultural perspective and a social perspective. The newly arrived pupils in the preparatory class come from different parts of the world which leads to an intercultural classroom being formed. The aim of the social perspective is understand how students integrate into the social in the classroom.I use qualitative methods through interviews. The interviews were conducted with four practicing teachers in different schools in a given municipality. Each teacher has explained their attitude to the new arrival students, working, and what difficulties they face. The results show that the teachers teaching is based on students own ideas and previous knowledge. The teachers take into account students' background and knowledge to provide trends of the intercultural approach. This intercultural attitudes is seen even when the students come with their own methods they may use. The existing school takes into account that students have different backgrounds and skills that teachers try to assume as well as study. Students integrate into the social in small groups learning to communicate, solve problems and present their results together. The teachers try to apply different teaching styles, which is one of the intercultural learning´s important aspects. The teachers use different methods to become aware of their students’ knowledge. One disadvantage is though that some teachers, as a method, choose not to use a test in the beginning of their teaching of a class to become aware of the variety of their students’ knowledge. Instead they choose to become aware of their students’ knowledge as they are teaching, through the different classes.

  • 870.
    Uzel, Selma
    Södertörns högskola, Lärarutbildningen.
    Den pedagogiska innemiljön i öppna förskolan: En kvalitativ studie om fem pedagogers tankar kring den pedagogiska innemiljön i öppna förskolan2012Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study was to examine some teachers thought about the educational indoor environment in free preschool. With free preschool this study means a Swedish specially adapted to parents/adults and their children and for a typical type of children who are 0-5 years old. Questions to the study were:

    • • How do some teachers in free preschool perceive that they are adapting the preschool indoors environment to children and learning?
    • • How do some teachers in free preschool perceive that they are adapting the preschool indoors environment to children and learning to attract children to the pedagogical environment?

    In this study I used qualitative methods and interviewed five teachers and preschool indoor environment is observed. I applied the socio cultural perspective to my study. I have come to conclusions that the teachers are generally adapting the environment in some ways to children and learning, although they are not controlled by any guidelines such as läroplanen. I have also come to conclusions that the teachers are actually adapting the environment in some ways to attract children to the pedagogical environment. The teachers are using the material as a method to adapt the pedagogical indoor environment.

  • 871.
    Vagic, Jelena
    Södertörns högskola, Lärarutbildningen.
    Språkutvecklande arbetssätt i förskolan: En jämförelse av Utomhuspedagogik och Montessori2010Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study is to examine how educationalists work with bilingual children's language by looking at how and what approaches are used to encourage language development. I have chosen to compare two educational philosophies: Montessori and Outdoor Education, to see how big the differences / similarities are in working methods. The background to this study is that preschools uses various approaches and have different methods to stimulate the children. This means that the conditions for children's language development might look different depending on the preschool they go to. The information used has been gathered through interviews, where I have taken note of educationalists thoughts on their working methods, and through professional literature dealing with this topic. Results and analysis has been performed and presented in various areas that are common in preschool: Reading, gathering, singing and rhymes. The examination shows that there are some differences but that the preschools are working in a similar manner.

  • 872.
    Valderas, Karol Dayana
    Södertörns högskola, Lärarutbildningen.
    Läromedelsgranskning: En kvalitativ studie om alternativa religioner i några av gymnasiets läromedel2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Textbooks are the most dominant literature used in schools and are therefore an important source of information. Consequently, it is crucial that these are not misleading or biased and maintain a high quality along with a strict concordance to the School Department’s curriculum. The aims of this study have been to examine how Mormons, Jehovah’s Witnesses and Hare Krishna are presented in four religion textbooks used in senior high schools, as well as to examine what type of knowledge is being presented in terms of epistemology. In addition, the aim has been to examine which religions are being presented and considered as alternative religions and appraise how much space they are granted in textbooks and discuss this in terms of concordance with curriculums.

    As a method I have chosen a qualitative content analysis and since it has been of interest to observe similarities and differences between the textbooks it is a comparative study. This study has an epistemological standpoint, which will be a crossing of positivism and hermeneutics.

    The results showed that some religions, including the study’s three focal religions, were considered as alternate in all of the textbooks. How often they were included varied and when they did they had limited space and would often have negative associations. Some textbooks expressed a positivistic epistemology, a type of knowledge that presented the alternate religions in terms of conclusive truths and facts. A presentation that appeared one-sided and it could be questioned how well it represented the actual beliefs of the members of the religions. Other textbooks conveyed a more hermeneutic view where understanding and versatility were stressed, a view that is more in line with curriculums.

    Conclusively, the results showed that some of the textbooks are not meeting the standards the School Department have set forth in their curriculum for religion. Since textbooks are the most dominant literature they ought to have a leading position when constructing fundamental values for the students. However, when schools and textbooks are not expressing the same values a conflict emerges, a conflict that is not getting the attention it should and whose consequences are yet to be studied.

  • 873.
    Valverde, Jessica
    Södertörns högskola, Lärarutbildningen.
    De sköra lekbubblorna: en essä om den fria lekens betydelse i förskolan2012Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Den här essän handlar om den fria leken i förskolan och pedagogens roll i relation till leken. Jag argumenterar för att pedagogens roll inte är att stå utanför leken. Det handlar om att vara delaktig i barnens lek utan att styra eller ta över den. Essän har sin utgångspunkt i två olika berättelser där jag som pedagog möter leken ur två olika perspektiv, först som deltagare och senare som observatör. Jag reflekterar kring berättelsen och min roll som pedagog med hjälp av pedagogisk forskning om lek (Knutsdotter Olofsson), fantasi (Vygotskij) och om pedagogens betydelse för barnets utveckling i förskolan (Öhman).

    En problematik på förskolan är de många, oftast onödiga avbrotten vi pedagoger orsakar i barnens lekar och jag funderar i essän över hur man kan minska dessa avbrott. Här problematiserar jag också ett arbetssätt som jag och mina kollegor använder oss av för att ge barnen mer tidsutrymme för lek.

    I min text funderar jag också över om den fria leken i förskolan är till för alla barn. Många barn behöver vuxenstöd i samspelet med andra. Det innebär många gånger att vi pedagoger måste styra in det barnet på aktiviteter som han eller hon inte alltid fått välja själv. Därför ställer jag slutligen frågan om den fria leken är till för alla barn i förskolan. Om inte, hur skapar vi förutsättningar i vår strävan att göra den fria leken tillgänglig för alla barn?

  • 874.
    Vasiljev, Sanja
    Södertörns högskola, Lärarutbildningen.
    Att undervisa med didaktisk teori: en diskursanalys av grundskolans kursplaner för historia och religionskunskap2012Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of this exam is about possibility to position a didactical theory of Curriculum for compulsory school, preschool class and the leisure-time centre 2011 (Lgr11). I use Michael Foucault’s discourse analysis to study the syllabuses for social sciences subjects History and Religion. The main theme is to seek what kind of world does these two social study subjects construct for students in high school. The point of using Foucault’s discourse is to seek specific knowledge and words which is used for power positioning. The didactical theory has worked as a base from which to discuss how to evaluate this. In the discussion the author suggests a theoretical view for further development of a didactical theory. The main angle of the approach is to develop didactical theory and to create bigger space for pupils in knowledge. The didactical theory is a useful tool for teachers view on pupil’s intake of knowledge and how the pupils work in classrooms.

  • 875.
    Vassiliou, Spiridoula
    Södertörns högskola, Lärarutbildningen.
    Gråzonens barn -En studie i gränslandet mellan normalitet och avvikelse, mellan individen och kollektivet2007Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study is to research into the role of the citizen and the educational system in Sweden throughout periods of time based on previous theoretic works, and also to deepen the understanding of students with special needs in Swedish education focusing on the primary school years. This shall be carried out by illustrating the different points of view and choices within the educational system that are at hand for students with concentration difficulties and social difficulties.

    I will analyze these points through a cultural and social perspective on contemporary society in order to contribute towards today’s discourse on the norm. The result of this empirical investigation presents a dilemma existing in the democratic educational system of today. Nationally and internationally, the educational system has been structured around a normative system containing both rights and duties that effect everyone working within it. It is not seldom that the rights of the individual collide with collective duties within the school.

    This study shows that the educational system, and society at large, is founded upon a norm shaping the way people exist, behave and act within its boundaries. When an individual cannot live up to it’s ideals society perceives this as a fault that needs correcting. The students that cannot live up to the standards and the ideas of the system become marginalised in society. These students become exposed to various tests performed by the school’s professionals as a means to redefining the individual in question

  • 876.
    Vastad, Theres
    Södertörns högskola, Lärarutbildningen.
    Vad kännetecknar ett bra ledarskap i skolan?: En intervjustudie2009Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of the thesis is to find out what characterizes a good leadership in the school. Five persons from two different schools were interviewed. From one school the female vice principal was interviewed. From the other school four persons were interviewed – the female principal, the male vice principal, a male teacher and a female teacher.  This was executed  to get a picture of their view on a successful leadership in the school. These five persons answers were then analysed with the literature in leadership. 

    To compare the material from the interview with the leadership theories the thesis starts with a theoretical frame. The theory part begins with an explanation of the term leadership and is followed by relatively new term: Clear leadership. Then the theory part continues with a deeper explanation of Good leadership and what that means.

    The study shows that the principals, the vice principal and the teachers have many similar opinions on a successful leadership in schools. But in the same time their answers differ. The same applies to the interviewed persons and the leadership theories where some parts correspond and some parts do not.

  • 877.
    Vega Martinez, Santiago
    Södertörns högskola, Lärarutbildningen.
    Mobbning - En fallstudie av en antimobbningsplan och dess effektivitet ur elevens perspektiv2006Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of my essay is on one hand to research and evaluate the measures that one intermediate school in Sweden, uses in order to prevent bullying and stop it in the event that one pupil happens to get bullied or harassed. In other words, I would like to show how that school is capable of creating a safe environment. Qualitative research is used to obtain these findings.

    On the other hand, I also wish to examine what pupils at the school think about these measures and how they perceive the attitudes of the school’s teachers and management regarding the prevention of bullying. In order to acquire this information quantitative research is used.

    The conclusions that I draw after conducting my research are as follows:

    1- Regarding the “Anti – bullying Performance Plan”, my essay shows that school teachers and management actively work in order to maintain a safe environment and as a result bullying is successfully prevented the school. However, I also highlight some aspects of the school’s plan that should be altered in other to make it more understandable to pupils.

    2- The majority of the pupils surveyed feel secure at the school and also think that teachers and school management do a good job in preventing bullying. This despite the fact that few pupils know about the existence of the aforementioned plan. I therefore point out how important it is that the school’s teachers work to make pupils aware of the plan’s existence and the rights that the plan gives them.

  • 878.
    Vendel, Jens
    Södertörns högskola, Lärarutbildningen.
    Konstruktionen av Sverige och en svensk identitet: Diskursanalys av två läromedel i svenska som andraspråk2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This essay is written in order to expose the construction of collective identity in textbooks for Swedish as a second language. To help visualize the process that shapes and categorize sub-jects based on a relational identity formation I assume mostly from Ernesto Laclau and Chan-tal Mouffe's discourse analysis theory frame. The paper called it as discourse theory. There are two textbooks in Swedish as a second language to be studied. Based on the textual materi-al found in the textbooks I perform a discourse analysis involving mainly focus on relational identity construction. The method is thus discourse analysis, and based on discourse theory the textbooks discourses are being discussed with focus on how a Swedish identity are fixed on some important linguistic elements. The main question is thus based on what characters and social behavior that are attached to the linguistic character Sweden. What I mainly draw as a conclusion is that Sweden is linked to laws, rights, equality and religious freedom. These attributions to the sign Sweden is constructed by its distinctions. The Swedish subject position is then embedded in Sweden with institutional support.

    I also study how a Swedish subject position is constructed and which characters attached to the subject creates a Swedish identity. In order to be appealed by a Swedish subject position you must meet certain criteria, the textbooks discourse design a chain of meanings, consisting of ethnicity, patterns of behavior and collective values attached to Swedish names.

  • 879.
    Vestin, Magdalena
    Södertörns högskola, Lärarutbildningen.
    Hur skolstarten framställs genom bilderböcker: Diskursanalytisk studie om framställningen av skola, lärare, känslor och makt2011Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    In this essay I have studied how the kid’s school start are described in picture books. The studied questions are: How the school is described in these selected picture books; what feeling does the main character have into the school start; how the teachers are described in this selected picture books and how are the power relationship described in these selected picture books?

    The method I have chosen for this essay is a discourse analysis of seven selected picture books with the meaning of starting school. All books studied are written during the 1990 and forward. The result of this essay is that the discourse is not so easy to establish. It seems clear about what Bergström och Boréus (2005) means about Foucault's opinion about the truth, that there is not just one truth. That we can see in this essay about the handled theme.

    There is a red line between most of the books but also some differences. In the analysis we have also been able to see different sides of the kid’s experience of the first day at school or by the thought of starting school. There is a majority of good thoughts from the young students and good descriptions by the end of the teacher, school building and the power relationship.

    But the largest difference between is how they describe different perspective and various feelings. The biggest difference is how they describe the feelings about beginning school, either very positive expectations or fear. But there is also a negative description of the same categories as above. Both the good and the negative thoughts is a part of the of the young students experience of the school start and that’s why there is not so easy to claim just one truth about the questions in this essay.

    Both the positive and negative illustration of the school start in the selected picture books. Like Borén (1997) says, are the school not problem-free, but there is a lot of joy too and that can we see in this essay.

  • 880.
    Viderud, Maria
    Södertörns högskola, Lärarutbildningen.
    Det känns som vi får bestämma, men ändå inte: Inflytande ur barns perspektiv2012Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study is to investigate how much influence children perceive and feel that they have in terms of after-school activities and offerings. I have also tried to find out how much influence the children in the selected after-schools feel they have. This is to highlight how children themselves perceive their influence and if the children are aware of their rights in terms of participation and influence. The study also wants to highlight the forums and the ways in which children feel that they are heard. The study used questionnaires and group interviews were made of 15 children aged 8-9 years from two after-schools, located in two different schools in the same municipality. The results revealed that children's views of their influence differed between the two schools. At one after-school investigation revealed a fairly widespread discontent while children in the other after-school were very happy with their influence. The study has also revealed that the teachers' role makes a big difference to how children perceive their influence and involvement in the daily operations.

  • 881.
    Vidlund, Karolina
    Södertörns högskola, Lärarutbildningen.
    Fyra pedagogers tankar om synen på förskolans uppdrag2011Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of my essay has been to illustrate any possible differences between pre-school teachers’ and parents' views on the mission of the pre-school put in relation to the pre-school curriculum. In my study I have taken a starting point in the following questions:

    • How do pre-school teachers understand the mission of the pre-school?
    • Do pre-school teachers recognize the term baby-sitting from their profession?
    • How do pre-school teachers perceive the parents' view on the mission of the pre-school?
    • How concerned are the parents according to the pre-school teachers about the pedagogical activities of the pre-school?
    • What do the pre-school teachers do to inform the parents about the pre-school curriculum and how aware do they think that the parents are of the curriculum?
    • What are the plans of the pre-schools to fulfill the new part of the revised curriculum that comes into effect July 1 2011?

    I chose to utilize the qualitative method with the hermeneutics as a theoretical framework in my study and through interviews study my questions. The interviews were made with four pre-school teachers from different pre-schools in the south of Stockholm. Central concepts in the study are baby-sitting and pedagogical activities. The concept baby-sitting does not have a proper definition but I have omitted from the School Law description that the pre-school operation should exist for the children whose parents are working or studying. When it comes to the concept pedagogical activity I have primarily omitted from Linder & Breinhild Mortensen, Niss och Johanson & Pramling Samuelssons theories. Since I have studied the view on the pre-school's mission in relation to the pre-school curriculum I have also included a short presentation of the curriculum documents in the section about the pedagogical activities. The results show that there are differences between different pre-school teachers' view on the mission of the pre-school and thus also between the view of the parents. A reoccurring problem throughout the whole study seems to be that the parents do not have the time or the energy to be committed within the activities of the pre-school.

  • 882.
    Vio, Danessa
    Södertörns högskola, Lärarutbildningen.
    Genus i barnböcker2011Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this essay is to examine and compare how womanliness and manliness reveal themselves in different children’s books, mainly focusing on the concept of gender, in both text and images aspects. The questions I have chosen to interrogate are the following:

    How is the male and female role represented in children's books from a gender perspective, in both images and texts? What gender is generally the main character in children's books? What clothes are the characters wearing in children's books? What kind of occupations do the characters practice in children's books? What kind of qualities or attributes do the characters possess in children's books?

    When it comes to the selection of the method, I have chosen the use a qualitative method, where I use both a text and image analysis. The essay is based on Hirdman's and Hardning's gender theories and alsow on Nikolajeva's theorie about male and female. During my study I have come to the conclusion that there has been a certain change when it comes to gender in children's books. Among other things, you are now met by male characters who are emotional and do the cleaning work and female characters who work and are independent and courageous. Despite these changes in child-books you can still feel that the male still covers the main role, reflecting society conciousness.

  • 883.
    Virtala, Margareta
    Södertörns högskola, Lärarutbildningen.
    Herre på täppan: En essä om pedagogernas roll i genusformandet av förskolebarnen2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    My purpose in this essay has been to gain an understanding of why we treat children differently and analyse the underlying causes. The method of choice was to reflect on some significant events that occurred at my preschool and to use relevant literature as a basis for analysing these events. Society is constantly changing and my focus has been on what happens to the children at preschool if we are not sensitive to this development. There is a need to highlight the underlying social and human values, in order to ensure that children are treated on equal terms. As educators we need to understand the impact of our lack of legal knowledge for children in the development of their understanding of their rights and obligations in a democratic society. In order to be effective and efficient educators, we must begin to reflect on the content of the national educational policy document Lfpö 98/10. I have examined my own and others behaviour in this respect and also stressed how important it is that all teachers in preschool must agree on the values that are expressed in this document. Another important issue that I have dealt whit in this essay is the importance of having the appropriate knowledge to become a good teacher. If you do not have such knowledge, you are unable to properly reflect on this various situations that arise in everyday life at the preschool.

     

     

     

  • 884.
    Virtanen, Linda
    Södertörns högskola, Lärarutbildningen.
    ”... eftersom det brukar vara lättare att lyssna på lärare än boken”: Elevers och lärares tankar om den interaktiva skrivtavlan i matematikundervisningen2011Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study was to explore students' and teachers' experiences of the new pedagogical teaching tool, interactive whiteboard, which have gained increased popularity and wide spread usage in the classrooms. An observation during a mathematical lecture was conducted as a pilot study prior to the main research method of phenomenology; based on students’ self-descriptions and interviews with two teachers, this methodological approach was used to investigate the subject matter. The interpretation, comparison and analysis of the results surrounding this new teaching method is explained by two theories, constructivism and socio-cultural perspective. The information shared by the students and teachers have been broken down into four categories: enjoyment & interest, practical, insight and no different. Students felt that enjoying and interesting lectures strengthened their knowledge, a statement also confirmed by the teachers. The data also showed that the interactive whiteboard, highly favored among students, has a positive effect on the learning outcomes, however, it seem to be limited to the pedagogical practices adopted by the teachers.

  • 885.
    Vukovic, Vildana
    Södertörns högskola, Lärarutbildningen.
    Den osynliggjorda kvinnan: En analys av läromedel i religionskunskap för gymnasiet2010Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This thesis has the purpose that through a text analysis examine how four schoolbooks for high school treats the religions Judaism and Hinduism. The schoolbooks are from the years 2000, 2001, 2003 and 2009. The perspectives are from a religious viewing point, that means that the women are religious, Jewish feminists and Hindu feminists. The theories used are written by these women and are academic litterature.  The questions are how are women represented in the schoolbooks, is the feminist critique present or are the two religions represented and described in an invariable way, and is the description of Judaism and Hinduism consistent with the curriculum?

    The text analysis used in this examination means that reality is organized through and by the language used by the actors in that reality. This language builds up structures of power which have the role to uphold the structure of power. The researcher’s role is to highlight the stories that are produced in the text, and to show the alternatives that in this case questions the power.

    The many feminist perspectives used in this thesis say that the stories of the religions are stories written by men and for men, they are patriarchal. They have up risen from the male authority and are used to suppress women in different ways. The Hindu feminists mean that it is not just the Hindu man, but it’s the white man, the colonizer that suppresses the lower caste man and women.

    The study confirms in most parts the feminist’s theories, by showing that there are most writings of men. Jewish orthodox man and Hindu middleclass man. The schoolbook from 2009 is more multilateral and shows both women and men, but still in many ways the descriptions of the two genders is based on the relation and descriptions of the genders as men describe it. 

     

     

  • 886.
    Wahedi, Madina
    Södertörns högskola, Lärarutbildningen.
    Interkulturell pedagogik och nyanlända elevers erfarenheter och förkunskaper2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this paper is to find out pedagogues approach to intercultural education through IVIK, goals and guidelines, the school for newly arrived students and how student experience and knowledge are utilized. In my study, I used a qualitative research method. I have interviewed four teachers and four students and a school administrator at IVIK. Results of the study show that most teachers have a good understanding of interculturalism, but that doesn’t mean that teachers make of this relationship means in their teachings. Lack of knowledge about students' cultural background means that teachers can´t integrate it into their teaching. Another result is that the school has no clear goals, students are not faced with high expectations and the school will not be on the student's own experiences. Pupils' prior knowledge is mapped and not the pupil's needs are met. The key aspects that emerge are that teachers should have knowledge of their students' cultural backgrounds in other words, become inter-culturally competent, the school must have clear goals and guidelines and will offer training that is tailored based on student needs and abilities, and student prior knowledge must be identified on the student school language. For individual support and education to plan and to primarily utilize the student's skills and strengths and not focus on the student's potential lack of ability.

  • 887.
    Wahlström, Anna
    Södertörns högskola, Lärarutbildningen.
    ”Jag är typ bara en sån som gillar att läsa”: En studie av pojkars läsvärldar på en högstadieskola i södra Stockholm2008Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    Every now and then, in media research studies and in various newspaper articles, schoolboys´ issues reading habits are discussed. Much of what is written concerns boys decreasing marks in the field of literature, in the Swedish language and also their negative attitude towards reading books. Some scholars claim that boys do not read because they consider reading books as a women´s duty. Other people believe that underlying causes for boys negative attitude towards reading is biological, that it´s genetic and consequently physical, and that male and female brains are functionally different. Another theory of today is that boys actually reads, but not that kind of texts and literature that they are exposed to in school.

    Based on a selection of these opinions and theories, and my own experience and interest for questions concerning school and gender, the aim of this studie was to examine boys worlds of reading. In other words to find out what boys habits of reading looks like, what they read in school and in their spare time, if they think the school library could supply them with books that appeal to their taste, and also when they read and how they choose what to read. Other questions were what their habits of reading are at home, if their parents reads books, if they have a morning paper and if someone read to them when they were younger. The overall question for the studie was: What do boys´ worlds of reading look like?

    The method of investigation was using quantitative questionnaires with one hundred boys from an upper grammar school in a well-off area, and four qualitative interviews by phone with boys from the same school. All pupils were of age thirteen or fourteen.

    The result of this study made it obvious that these boys like to read, not just books but also other kinds of texts like, for example, computer game instructions, chat or sms. It´s also clear that when they choose fictious books to read, they have a taste for thrilling and dramatic adventures. The genre of literature is very important when it comes to boys´ interest of reading, and fantasy is without doubt the most attractive genre.

  • 888.
    Wajsman, David
    Södertörns högskola, Lärarutbildningen.
    Kritiskt tänkande: Ett försök till klargörande2007Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Det övergripande syftet med denna c-uppsats är att skapa klarhet i begreppet kritiskt tänkande, vilket görs genom att studera olika kritiska traditioners syn på begreppet samt dess förekomst i lärostadgor från 1900-talets början och framåt med avseende på gymnasieskolan.

    De första tecknen på ett kritiskt förhållningssätt kan vi se redan under antiken, men det var först under 1700-talet som Immanuel Kant utvecklade innebörden av begreppet, vilket senare kom att influera Karl Popper, vars filosofiska idéer inspirerade de informella logikerna, som har uttalat sig om just kritiskt tänkande i relation till pedagogiken och skolvärlden.

    Under 1940-talet kan vi se de första formuleringarna som innehåller begreppet kritiskt tänkande i de svenska lärostadgorna för gymnasieskolan och sedan dess har begreppet getts ett större utrymme allt eftersom nya läroplaner har utvecklats. De första formuleringarna kan härröra från den amerikanska aktivitetspedagogiken, medan nuvarande läroplan gör en viss koppling mellan kritiskt tänkande och det klassiska bildningsbegreppet, så som det formulerades inom den tyska bildningsfilosofin i slutet av 1700-talet.

  • 889.
    Wall, Irena
    Södertörns högskola, Lärarutbildningen.
    Likabehandlingsplanen, ett verktyg för skolan, och skolans arbete för att motverka mobbning2010Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study was to show how two schools from a municipality in greater Stockholm work with a document called "likabehandlingsplan", literally „plan for equal treatment‟. This document is required by law in Swedish schools and a part of each municipality‟s program. The goal of the study was to see how teachers and school principals view and work with the plan as a part of their work in preventing discrimination and offensive behavior, in particular in dealing with problems with bullying.

     

    The two schools‟ plans were compared for similarities and differences and how they chose to follow the municipality‟s guidelines was examined. In-depth interviews were made with two teachers and two principals. These were taped, transcribed and compared.

     

    The results showed that the two schools‟ plans were similar as to goals and the importance the teachers and principals attach to this work. The results of the interviews showed that the teachers/principals have a good knowledge about bullying and well-developed techniques for dealing with it and that they are dedicated in their work to prevent bullying. They are aware of problems that occur when school personnel are not present. Working with the "plan for equal treatment" has been an important part of their work towards their goal of preventing and treating bullying.

     

     

  • 890.
    Wallén, Christian
    Södertörns högskola, Lärarutbildningen.
    Ett elevperspektiv på ämnet livskunskap och dess relation till maskulinitet2010Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The paper will clear out the student perspective in order to examine students' attitude towards what would be important to touch on a matter of life. The essay will explore what is important for students to discuss and respond to their environment in schools and perceived to be relevant to talk about in life skills. There is an object which deals with gender and masculinity in the study. The study would examine whether a student perspective on life can affect the current knowledge of gender structures in the school. Qualitative research interviews were carried out in seven students in grade 9 at a school located in inner suburbs of Stockholm. In-terviews were of semi-structured nature and after transcription analyzed with hermeneutic and phe-nomenological method. A theoretical background of theories on life skills and other core subjects has also been behind the thesis conclusions.

  • 891.
    Wang, Jenny
    Södertörns högskola, Lärarutbildningen.
    Att undervisa i matematik: En komparativ studie angående pedagogiska metoder i Sverige och Kina2010Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The Third International Assessment of Educational Progress (TIMMS) and the Programme for International Student Assessment (PISA) during the last decades regarding the results of mathematics teaching shows that China have a better performance than Sweden’s.Swedish teacher-guidelines focus on developing student’s individual interest and confidence for mathematics. In the Chinese teaching-guidelines for Mathematics Curriculum Standards, Ordninary Senior Secondary, the focus is given on: Elevate their mathematics literacy necessary for future citizenship and Development of citizen´s qualities (s.3).Teachers are the primary factors that impact teaching and learning of mathematics. Two teachers from Sweden and two from China were interviewed and their methods were compared in my study. The aim of my study was to understand mathematics teaching in China and Sweden. As a conclusion, this study will give advices of which concept and method should be emphasized and chosen in Mathematics teaching.

  • 892.
    Wedin, Anna
    Södertörns högskola, Lärarutbildningen.
    En undersökning av hur några elever och deras lärare uppfattar förhållandet mellan kunskap och bedömning2007Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Det här är en jämförande studie av två skolsystem, International Baccalaurate (IB) och den svenska gymnasieskolan. Studien fokuserar på bedömningen av elevers kunskaper i historia. Uppsatsen undersöker hur elever och lärare uppfattar förhållandet mellan kunskap och bedömning. IB har en mer absolut kunskapssyn där det går att göra bedömningar utifrån strikta och konkreta betygskriterier medan det svenska betygssystemet har mer öppna kursplaner och betygskriterier som kräver tolkningar. Elevers och lärares syn på kunskap är lika inom de båda systemen. Däremot finns det skillnader i hur ämnet historia uppfattas. IB-eleverna betonar vikten av källkritik medan eleverna i det svenska systemet lägger större vikt vid värderingar av historiska händelser. IB-eleverna upplever att deras betygssystem är rättvist men är oroliga för att inte all deras kunskap finns med i bedömningen. Eleverna i det svenska systemet ser betygskriterierna som otydliga och anser därför att bedömningen inte blir rättvis. Lärarna i de båda systemen stödjer elvernas synpunkter.

  • 893.
    Weimer, Kristina
    Södertörns högskola, Lärarutbildningen.
    Reflektion i förskolan: en vetenskaplig essä om den handledda reflektionens nytta och skada i förskolan2011Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of my essay is to highlight the various dilemmas that can occur in the preschool during the moments of guided reflection but also the opportunities it can provide. I am using my own practical experience from situations where care for the children can be questioned and needs to be considered in comparison to the further development of the preschool teachers and with them the entire organization. In my research, I have chosen to highlight the importance of guided reflection, the importance of reliable and secure relationships for children and how these can be eradicated, and finally the importance of ethics for the preschool-teacher’s actions in a given situation.

    Key questions in my text are; What role does the reflection have in the work at the preschool? How are children affected while this is happening? How important is close and secure relationships for young children and how can they be affected? How can one find a balance between care and learning?

    By writing my essay I reflect on myself and my own actions. This leads me to a greater selfawareness and greater understanding of my own feelings and my role in the dilemmas I face in my profession.

    The conclusion of my work is that the preschool organization is not given and it can be constructed in many different ways. The essay opens up the question of how preschool is to be organized in order to promote learning and development, and at the same time give the care for the children’s welfare and security enough room.

  • 894.
    Weiner, Anna
    et al.
    Södertörns högskola, Lärarutbildningen.
    Hiort af Ornäs, Joakim
    Södertörns högskola, Lärarutbildningen.
    Tema: integration: aktionsforskning på Blackebergs gymnasium2005Independent thesis Basic level (degree of Bachelor)Oppgave
    Abstract [sv]

    På inbjudan av Blackebergs gymnasium har vi medverkat som deltagande lärare och forskare under ett projekt för integration. Detta projekt utgörs av mötet mellan en klass med elever av invandrarbakgrund och en klass med elever av företrädesvis svensk bakgrund. Rent praktiskt innebär detta att eleverna under en veckas tid har varit frikopplade från ordinarie schemabunden undervisning och istället deltagit i en serie evenemang med tema integration. Under denna vecka har vi handlett elever och efter bästa förmåga dokumenterat projektet.

    Vår metod har varit aktionforskning. Detta innebär att vi mer eller mindre förutsättningslöst har gett oss in i projektet som deltagare då aktionsforskningen kräver två delar – aktion och forskning. Detta innebär att forskaren även måste vara praktiker. När vi anländer första dagen till Blackebergs gymnasium har vi i stort sett ingen specifik kunskap om vad integrationsveckan rent praktiskt ska komma att innebära. I samtal med lärare och elever har sedan bilden klarnat.

    Till det material vi under veckan samlat in ställer vi frågor rörande begreppet integration, hur har detta applicerats under veckan? Hur har lärarlaget sett på integration i teorin och i praktiken? Vilka förutsättningar måste eller bör uppfyllas för att ett kvalitativt möte mellan dessa grupper ska bli av? En tredje fråga som vi ställer oss rör eleverna, hur har de sett på veckan? Tycker de att veckan har varit till för svenskfödda elever i samma mån som för elever med utländsk bakgrund? Samma fråga mer öppet formulerad; kan ojämlika förutsättningar ge ett bra möte?

    Utifrån dessa forskarfrågor gör vi vissa upptäckter som vi analyserar och reflekterar kring. Den slutsats vi drar blir att integration inte kan vara ett mål man antingen uppnår eller inte uppnår. Integration är en process. Vidare står det klart för oss att begreppet integration i hög grad även innefattar begreppen ömsesidighet och jämlikhet. Vi är övertygade om att integration inte får vara en enkelriktad åtgärd utan att det istället bör ses som en reflexiv process. För att praktiskt genomlysa och förmedla detta är ett projekt som integrationsveckan på Blackebergs gymnasium av mycket stort värde.

  • 895.
    Weinmark, Louise
    Södertörns högskola, Lärarutbildningen.
    "Läsuppgifter i matematiken, det mest faktaintensiva språk du kan tänka dig": En intervjustudie om undervisning av grundskoleelever med matematiksvårigheter2010Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of this study was to investigate which factors teachers and special needs education teachers view as being the main causes of mathematical learning difficulties and from these choose how to educate pupils with these difficulties. The aim was also to investigate how this education is organised at two different schools. An interview based investigation addressed these objectives by using three comprehensive questions:

    Which factors do the teachers and special needs teachers view as being the main reasons for mathematical learning difficulties?

    1. How do teachers and special needs teachers educate pupils with mathematical learning difficulties?
    2. How is the education organised for pupils with mathematical learning difficulties at two different schools?

    This study is based on four interviews of three teachers and one special needs teacher. The people interviewed work at two different primary schools in the same local authority. The results of the interviews show that it is the pupils’ experiences of the maths that affects how well they comprehend the subject. Furthermore factors such as reading and writing difficulties can cause problems with regards to understanding tasks in maths. Educationalists in this study regard a varied education with an element of group work, communication and experimental material as being beneficial for pupils with mathematical learning difficulties. How the education of pupils is organised depends on the extent of the learning difficulties of each pupil. The needs of pupils with mild learning difficulties can be met by the form teacher whereas pupils with more severe difficulties require assistance from special teachers.

     

  • 896.
    Westberg, Erik
    Södertörns högskola, Lärarutbildningen.
    Fria skolval och lärarfacken: En jämförelse mellan svensk och fransk skoldebatt2007Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    This essay compares the public debate in Sweden 1992 caused by the reforms introduced by the then government giving parents a free choice of schools for their children with the current debate in France about proposals for a similar law there. The study concentrates on the positions taken by the teachers trade unions, in Sweden Lärarförbundet and Lärarnas Riksförbund (LR) and in France SGEN-CFDT. To do so it is necessary also to study the arguments given for and against the proposals by the political parties.

    Some of the differences between the debates can be attributed to different circumstances. The Swedish reform was related to the opening up of possibilities to run private schools, which previously had been rare in Sweden. The French debate has no such connections. The private schools, mostly Catholic, have a very stable share of the students and no side is openly arguing for a change of any sort. Other differences depend on the French adversity to liberalism, almost always conflated with neo-liberalism which makes market-oriented arguments much less common in French public debate.

    Among the trade unions the big difference is between the two Swedish organisations, LR was overall positive to the proposals while Lärarförbundet opposed them. In France SGEN-CFDT takes a position strikingly similar to Lärarförbundets in Sweden 1992 seeing free choice as undermining the idea of a school system for all. In Sweden that idea is seen as a part of the welfare state, closely connected to the Social Democratic party. In France it is seen as a republican idea, connected to an idea of citizenship.

    The trade unions of the teachers in both France and Sweden are also in similar positions as their role has become merely reactive. There seems to be little room left for them to formulate policy and push the educational systems in their prefered directions.

  • 897.
    Westerberg, Nadia
    Södertörns högskola, Lärarutbildningen.
    Integrering av estetiska uttrycksformer i kärnämnen matematik och modersmål: En jämförande studie av en svensk och en rysk lärare2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of my examination work was to compare and research how russian respective swedish teachers make use of educational aesthetic methods such as drawing, drama, music and dance in the teaching of core school subjects – mathematics and swedish respective russian languages. The aim of this work was to find out which of these methods are used by pedagogues in the process of education and on what level are they integrated into the theoretical pedagogic work. The point was to also analyse the regulation documents used as pedagogical base in schools i've been doing my survey in. This was done to partly find out what arts perspective is given in the curriculum and partly to see what pieces of it are reflected in the process of education. I compared the pedagogic organisation and methods practiced in the classes I've researched. That helped to get the whole picture and possible image of overall students' performance.

    The questions I used as core:

    •    What aesthetic forms of expression are used by teachers in the process of education?

    •    On what level are they integrated into the theoretical work?

    •    What support to the art perspective is given in the curriculum?

    Secondary question that helped me to clarify the answers was:

    •    What parts of curriculum are reflected in the education process?

    My survey was built on a qualitative research method, that included my own observations and interviews with teachers in both Russian and Swedish schools.Summing up, I've learned that aesthetic forms of expression used by the russian teacher were: drawing, drama, dance and music. These methods integrate with mathematics and russian on different levels.The aesthetic forms of expression used by the swedish teacher are drawing, usually integrated with mathematics and language subjects, and music, used mostly in swedish lessons. The comparison of methods and organisation lined out great difference between how the learning proccess is organised by the russian and the swedish teachers. The bad part here is that it can influence pupils' performance, according to PISA studies.To sum up, I've come to a conclusion that the swedish curriculum is more supportive and contains more concrete examples on how the learning process should be organised, taking into account the art perspective, compared to the russian learning plan, that lack the art perspective for the major part.

  • 898.
    Widing, Henrik
    et al.
    Södertörns högskola, Lärarutbildningen.
    Manzo, Claudio
    Södertörns högskola, Lärarutbildningen.
    Hur elever med ickesvensk etnisk bakgrund tolkar två lektioner i skolan: samt ett uttryck av maktförhållande mellan lärare och elever2008Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    This paper examines how pupils with a non-Swedish background, in a secondary school in Stockholm’s suburban, Sweden, interpret and absorb the contents of school-room classes. It also examines whether the interpretations are influenced by a power-relation between teacher and pupils. The pupil’s interpretations, including their values and perceptions as regards to the content, are central to our study.

    Firstly, classes on world conflicts and corporal punishment for children were observed and these observations were the foundation to this study. Secondly, pupils with various ethnic backgrounds were interviewed regarding their experiences of the classes.

    The analysis indicates the presence of a power-relation between teacher and pupils in class caused by the teacher showing no consideration to the pupils’ various backgrounds when selecting the contents of the presentation, resulting in a conscious or unconscious exclusion of the pupils’ backgrounds. The interviews indicate that the teacher’s cultural capital was in a superior position to the pupils’ cultural capital. This may lead to a sense of exclusion.

    The pupils’ interpretation stem from both their own experience in a multi-cultural school and from their parents’ backgrounds. They are thus expressions of trans-cultural “new ethnicities” rather than one specific ethnicity.

  • 899.
    Widstrand, Jonna
    Södertörns högskola, Lärarutbildningen.
    "Det är mycket lättare att lösa konflikter där flickor är inblandade...": En kvalitativ studie om hur fyra förskollärare beskriver könets betydelse i konflikter mellan barnen i förskolan2012Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study is to examine how four teachers in preschool describe their view of conflicts between children from gender perspective. The theories associated with the study conclude that sex can be considered as being either biologically or socially engineered. The study consists of empirical material by the means of qualitative research based on interviews. The results of the study show different views on whether children's gender plays a role in a conflict. Furthermore, I have chosen to find out whether gender plays a role in conflict management as well as in the children's play at preschool, this to come to as qualitative conclusions as possible.

  • 900.
    Wiker, Charlotte
    Södertörns högskola, Lärarutbildningen.
    Tvåspråkig matematikundervisning: En kvantitativ och kvalitativ studie om matematikkunskaper2009Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Students with foreign background do not reach the goals of mathematics education in the Swedish school to the same extent as students with a Swedish background, this is shown in a number of Swedish and international reports. Both Swedish and international research show that it takes many more years to learn a language so well that the student is capable of learning new school-related knowledge in this new language than just using the language for everyday speech. Students with foreign background are in danger of falling far behind their peers in school in for example mathematics where they language-wise are not able to acquire knowledge. One method for helping students with another native language than Swedish is to provide mathematics education in two languages, Swedish and the student's native language. In media a number of politicians have expressed negative and positive arguments about this method, the opponents have argued that the students' Swedish skills would be suffering. I have chosen to compare a school applying bilingual mathematics education and one which instead is working with a so-called study workshop (studieverkstad). This study focuses on grades in mathematics from grade 9 and results from the national tests in mathematics in grade 9, and two interviews with teachers, one teacher of mathematics and one mother-tounge language teacher. I have chosen to study grade and test statistics from these two schools during several years to see what effect is acquired by each method of working. The main finding of this study is that bilingual mathematics teaching tends to keep students' grades at a constant level while students' grades decrease when using the study workshop method.

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