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  • 901.
    Yakob, Nancy
    Södertörn University College, Lärarutbildningen.
    Religionskunskapsundervisning ur elevperspektiv2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I denna uppsats har jag valt att undersöka fem elevers syn/uppfattning av religionskunskapsundervisningen. Syftet med uppsatsen är att ta reda på dessa fem elevers syn/uppfattning av religionskunskapsämnet samt deras åsikter om de metoder (tillvägagångssätt) som deras lärare använder i undervisningen. Detta ligger i mitt intresse som blivande religionskunskapslärare. I undersökningen användes en kvalitativ forskningsmetod med djupintervjuer som grund. Resultatet av studien är att eleverna upplever religionskunskapsundervisningen som intressant, rolig samt lärorik. De har även förstått religionskunskapens relevans både för skolan men även för det övriga samhället. Vad gäller deras åsikter om de metoder som läraren använder menar de att de är nöjda med de men att de skulle uppskatta studiebesök samt föreläsningar med externa föreläsare.  

  • 902.
    Yakoob, Linda
    et al.
    Södertörn University College, Lärarutbildningen.
    Calancea, Diana
    Södertörn University College, Lärarutbildningen.
    IKT användning och digital kompetens: En studie om sju lärares IKT användning i historieundervisningen.2008Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    ICT and digital artifacts is an important resource in the society, especially in schools. That is why we have chosen to study if and how teachers uses ICT and other digital technology in their education in the history subject. We think that both subjects are important because history is a subject that has to do with the past, the present and the future.

    We made qualitative interviews with seven teachers from three different schools. We have analyzed if the teachers sees ICT as a burden or a resource in their education and also in which extend they have digital literacy. We have chosen to discuss different authors view on ICT in the education and digital literacy. We also examined the teaching plan Lpo94 to see what it says about media in the history subject.

    In our analysis we have worked with different perspectives on learning and knowledge. These perspectives are a socio cultural perspective, the cognitive view and the behavioristic view.

    The results indicate a connection between a socio cultural perspective and a cognitive view on learning and also in which extend ICT is used in the history education.

  • 903.
    Yarbakht, Mehrnush
    Södertörn University College, Lärarutbildningen.
    Några konflikter i mitt klassrum och hanteringen av dessa2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The objective of this study was to describe and analyze some of the conflicts in the class room using solution strategies from a human needs perspective. This was done by a qualitative in-vestigation based on the observations of the participants.

    The query of how every day conflicts arise in the class room and their reasons.

    The result was analyzed using reference frame in human needs theory. The results showed that there were several reasons for a conflict and its solution. It was also shown that creating a nice atmosphere in the class room was a continuous effort and the strategies of the teachers in a conflict situation were different depending on the situation. Human needs theories assists us to analyze and handle conflicts in the class room.

  • 904.
    Yazidi Svedlund, Miriam
    Södertörn University, School of Culture and Education.
    Svenska för utanförskap?: En intervjustudie med åtta före detta SVA-elever om rollen "andraspråkselev" i behov av särskild undervisning2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In 1995, Swedish as a secondary language was formally established as an independent subject within the Swedish schooling system. The subject is meant to promote the progression of multilinguals within the Swedish language, but it is shown that there is some insecurity on how to organize and carry out the task. This insecurity is something that has caught my interest and sat the basis of this study. 

    I have through out this study used a qualitative approach combined with the use of a semistructured interview technique. These interviews were analysed using a theoretical framework including social constructivism, social categorization and ethnical identity.

    The purpose of this study is to examine how eight former student of Swedish as a secondary language, born or since early age brought up in Sweden, relates themselves to the role of a student of a secondary language in need of special education. The following questions where raised: How do the participants relates themselves to the role of a student of a secondary language in need of special education? How are the participants positioned, by themselves and others, found in their own narrative? How did the role of a student of a secondary language influence the participants motivation, accomplishments and self-perception through their schooling?

    The participant gave a consistent view that it was not their actual language skills, but rather the fact of being bilingual, that was the basis of them being picked to attend Swedish as a secondary language classes. There was also a wast dissatisfaction regarding the role, which affected their motivation, performance and self-perception through out schooling.

     

  • 905.
    Yesil, Rocivan
    et al.
    Södertörn University College, Lärarutbildningen.
    Ewers, Annika
    Södertörn University College, Lärarutbildningen.
    Nyanlända flykting- och invandrarbarns skolintroduktion: En jämförande studie om två skolors arbetssätt2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The objective with this study is to investigate the school introduction of newly arrived students, by focusing on the latter years of high school, by comparing two schools method of working.

    This was done by a qualitative survey based on half structured interviews and existing school documentation.

    The questions of the study targeted the schools method of working, how well the education was adapted to the students and if it was appropriate to them. We also asked about the school resources to meet the need of the newly arrived students.

    Our theoretical assumptions were based on Haugs’ terms “including integration” and “excluding integration”, Lahdenperäs’ theory about intercultural education, Vygotskijs thoughts about adapted education and finally Blossings’ description of different cooperative cultures. Our results showed that school introduction for newly arrived students were formed from the schools’ view on learning development and adapted education. The schools knowledge about and approach to intercultural education, the competence and engagement of the leaders had all a great importance to how the school formed its education. The school with the most intercultural elements also had a more cooperative culture, efficient way of working and more resources to adapt the education to the students’ backgrounds, preconditions and needs.

  • 906.
    Youssef, Lena
    et al.
    Södertörn University College, Lärarutbildningen.
    Gabro, Faten
    Södertörn University College, Lärarutbildningen.
    ”Jag kan anpassa mig helt enkelt”: en studie om ungdomars egen bild av sin tvåspråkighet2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
  • 907.
    Yttergren, Marcus
    Södertörn University College, Lärarutbildningen.
    Lärarna på barrikaderna: En jämförande studie av den socialdemokratiska och borgerliga dagspressens syn på lärarstrejken 19892009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    1989 there was a big strike among teachers in Sweden. The strike lasted for over five weeks and got a lot of space in the media. In this study the author has focused on the Swedish press opinion about the strike and the striking teachers. The study is comparative one between Non-socialists press and press connected to the Socialists. The author has used a form of qualitative text analysis to examine the data which consists of editorials from six different morning papers. The conclusion of the study is that the papers connected to the Socialists disagreed with the striking teachers and wanted the strike to have an quick ending. They also stood up behind the employer, in this case the Socialists government The non-Socialists papers on the other hand were much more positive to both the strike in general and the striking teachers. They also gave a lot of critic to the Socialists government and their way of running the Swedish school in general. The result is surprising because the Socialists in normal cases take the side of the employees and non-Socialists the employer's side.

  • 908.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Caught between expectations: Swedish student teachers’ experiences of working with gender and sexuality issues2015In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, no 3-4, p. 217-232Article in journal (Refereed)
  • 909.
    Zaidi, Moni Farzana
    Södertörn University College, Lärarutbildningen.
    Att mötas i mitten.: En studie om romska föräldrars samarbete med sina barns skolor.2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    That parents should be a part in their children’s education is something that we educationalist wish for the future. Research show that if you have a good relation between parents and school, it can help a student's educational process. In this study I have concentrated on the Swedish minority group Roma. The study is qualitative and based on interviews with Roma. The goal of my study has been that with hermeneutics perspectives analyse some Romani parent’s experiences of their children schools. I have interviewed a mother who sent her children to a class who had only Romani students. I have also made a group interview with 15 students between 22-28 years of age, which have children in the ordinary Swedish schools. In my results I have come to the conclusion that the schools in general should get more education about the Romani culture and history so that mainstream students can understand the situation of the Romani minority in the society today. To spread knowledge of the Romani culture would be an important issue to get a revised picture about the Romani minority and to change the general view that people today still have about the Roma.

  • 910.
    Zamora Pettersson, Ingrid
    Södertörn University, Teacher Education.
    Att få äga sin egen samling på förskolan: en fråga om demokrati2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Min vetenskapliga essä handlar om samlingen på förskolan och hur vi pedagoger förhåller oss kring den. Jag utgår från två samlingssituationer som jag varit delaktig i. I båda situationerna har antingen jag eller min kollega handlat ur ett vuxenperspektiv där barnen inte har fått så mycket inflytande.

    I essän ifrågasätter jag samlingens vara på förskolan och ställer mig frågan om huruvida vi ens behöver ha med den som daglig rutin. För att svara på detta undersöker jag samlingen ur ett historiskt perspektiv där jag lyfter fram Fröbel och hans teorier men även hur samlingen har sett ut från 50-talet och fram till 80-talet. Vidare skriver jag om vikten av att ha reflektion i arbetsgruppen för att kunna lyfta fram frågor som rör det pedagogiska arbetssättet, i detta fall samlingen.

    Min essä grundar sig på utbildningsteoretiska perspektiv, pedagogisk forskning och förskolans styrdokument. Detta har bidragit till att jag har haft möjligheten att på ett öppet sätt kunnat ta ett steg tillbaka för att reflekteraoch ifrågasätta mitt eget agerande både som subjekt och objekt. Jag har kunnat förstå och värdera det som framkommit i min undersökning på ett djupare plan när jag sett samlingen ur olika perspektiv.

    Min undersökning visar att vi måste hitta en balans kring barns delaktighet och pedagogernas flexibilitet för samlingens innehålloch struktur. För att hitta balansen måste vi se barnen som kompetenta individer med egna erfarenheter.

  • 911.
    Zander, Caroline
    et al.
    Södertörn University, Teacher Education.
    Rajfelt, Wajna
    Södertörn University, Teacher Education.
    Pedagogens föhållningssätt till den goda måltiden: Två pedagogiska inriktningar med fokus på lärande ur ett sociokulturellt perspektiv2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Food, health and wellbeing are central concepts in our modern society. These three concepts should be as important to those who works in preschool, where the beginning of lifelong learning is founded.

    Therefore we have chosen to examine if the teachers approach to the mealtime in preschool have any impact on a food habit in 5-years-olds.

    We have studied two preschools with a different educational orientation, a Waldorf preschool and a traditional Swedish preschool influenced by Reggio Emilia.

    Data have been collected through various observations and through group interviews that creates a broad foundation of what we examine.

    The result indicates that there are differences in the educators approach to the good meal and a connection between the educators` personal perceptions and the educational orientation. The difference consists of the educators` values, the view of learning, the competent child and the children`s participation in the meal situation.

  • 912.
    Zendegani, Behzad
    Södertörn University College, Lärarutbildningen.
    Lärarens bedömning av elevers psykosociala skolsituation: Dolda funktionshinder/psykosociala problem2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The comprehensive purpose with this paper is to have a look at teacher’s assessment and per-ception of pupils with special educational needs. And further illustrate which possibilities and restrictions they believe to have, to take children with special educational needs into consid-eration and get a view of school situations who children with hidden functional disability and with special educations needs are at the present.

    To get answer to my questions, six teachers inclusive a special teacher for pupils with im-paired disabilities have been interviewed and discussed the psychological and biological fac-tors around children’s development. The historical review gave us a perceptive on how defini-tion of “school for all” has been developed during the time and what is teacher’s opinion on children with special needs today. The central questions were concentrating on teachers un-derstanding of children with concentration difficulty and their opinion on diagnostic of chil-dren with problems. An “including integration” compared to segregating been discussed as well and finally discussed how teachers can help these children.

    Pupils in school are not comparable and these differences must meets carefully. To meet chil-dren’s requirements schools have need of personnel’s competence and proficiency. Schools required having functioning and satisfactory pupil welfare to achieve the aim. Lowering of school resources due to economical problems do that child with hidden functional disability fails more often in schools these days. These effects cause that children get a horrific self-confidence and worsen their problems. Generally, there are different factors behind the con-centrations difficulty. The biological and hereditary factors as well as home environment and their class society can points out in general. Lacking of time, economy and knowledge stops teachers to helping children in school.

  • 913.
    Zubovic, Sanja
    Södertörn University College, Lärarutbildningen.
    Eldens hemlighet: om att arbeta med skönlitteratur i andraspråksundervisning2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The purpose of this essay is to investigate Swedish as a second language acquisition in a group of students with diverse culturul backgrounds. my intension is to find out if a dialogical posture in teaching with focus on the students earlier knowledge,experianses, thoughts and feelings, will contribute to a teaching enviroment where the students can express them selves and listen to each other. the teachers task is to help the students to explore their own thinking.

    According to the theoretical base of the essay, sucessfull second language asquisition occours in a meaningsfull context through dialogue and interaction between students and teacher as well as between student and student.

    I have used a qualitative method consisting in participating as a teacher in this group of second language learners during four lessons, observing, taking notes and writing diary. The teaching material used during the lessons was a book (fiction but based on a true story) and the dialogue in the group proceeded from the story we read together.

  • 914.
    Ågren, Mia
    et al.
    Södertörn University College, Lärarutbildningen.
    Sjödin, Erica
    Södertörn University College, Lärarutbildningen.
    Föräldrasamverkan i skolan: Några föräldrars och lärares syn på hur samverkan kan fungera på en skola2006Independent thesis Basic level (degree of Bachelor), 20 points / 30 hpStudent thesis
    Abstract [en]

    The purpose with this final paper was to examine how the collaboration between parents and teachers can manifest itself. With collaboration, we mean the dialogue that has to exist between parents and teachers in regards to e.g. how well informed the parents are about the regulated principles on which the education plan is built on, and in which way they can take part in and influence the system. This is to empathize on the fact that a good collaboration between parents and teachers help create a good foundation for the pupil’s ability to learn.

    The method that we have used are questionnaires given to parents and teachers along with studies of literature both as means of furthering our studies as well as a basis for the design of the questionnaires. The in depth study of the literature shows that the education plan (Lpo 94) empathizes on a good relationship between the home and the school environment, since it contributes to endow the pupils with the best conditions to succeed in school.

    Many of the parents seem to be very well informed about the set goals and they feel that they therefore do not need to take part in the work to achieve these goals. One interesting result of the research with our questionnaires and our in depth study is that there are some specific factors that either complicates or helps the collaboration between the school and the home, it’s just a matter of making it clear what these factors are.

    An important conclusion is that it takes an open dialogue for the collaboration to evolve. As a teacher there is therefore very important to concretize how one wants to collaborate with the parents since there presence is important for their child’s schooling. This important connection can develop through formal as well as informal meetings between teachers and parents.

  • 915.
    Åhlfeldt, Helena
    Södertörn University, Teacher Education.
    Att våga, vilja och kunna; mimesis och känslan av ett själv: en vetenskaplig essä om att stödja barns bildskapande utveckling i förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is about how I can better understand children's sense of self and what role it plays in their development of image creation in preschool, based on two self-perceived stories from pre-school activities. Through the essay process, I get an idea of ​​what I experience as a dilemma in my two initial stories. It's about my understanding of the in preschool so often referred to concept of self-esteem, and how I, by reaching an increased understanding of children's sense of self, better can support the development of their image creation. The essay´s reflective part has two sections. First, I make a compressed historical backlog in the field of affect theory to seek an increased understanding of preschool's self-esteem concepts. By then leaving the concept of self-esteem and instead applying the concepts sense of self, self-evaluation and self-efficacy to my initial images from reality, my view changes on what children's sense of self in preschool activities can be. Even my understanding of how I as a teacher can support them in this sense for their image-creating development to be strengthened changes. In the second part of my reflections, I seek, by means of Aristotle's interpretation of the concept of mimesis, an in-depth understanding of children's image creation needs. I realize, contradictory to my initial bias, that copying and templates can be excellent tools in the development of children's image-making processes. In conclusion, I take up the children's culture and its incorporation into preschool activities as a further research area.

  • 916.
    Åhrling-Nykvist, Eva Marie
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Specialpedagogens förmåga att sätta tankar i rörelse - en outnyttjad resurs i det kollegiala lärandet2017Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The ability of the Special Needs Teacher to put thoughts in motion –

    an unused resource in the collegiate learning

    The work takes the form of a scientific essay from a phenomenological hermeneutical perspective. Based on my research questions – “How do headmasters view the role of the Special Needs Teachers (SNT) in relation to Lead Teachers (LT) when it comes to school development and collegial learning?”, “What has shaped their views?” and “What are the consequences of this in regards to how the school handles students who do not achieve the goals?” – I have tried to create a trialogue between the empirical results of some qualitative research interviews with high school principals, texts I've read within this field as well as my own experiences and reflections. In my conclusion I note that although the headmasters seem to regard the competences of the SNT respective LT as complementary, it is difficult to see how cooperation between the two roles would actually manifest itself concretely in a school where the SNT´s tasks still tend to end up in individual remedial work. I speculate as to what may have formed the headmasters´ view and claim that the history of the SNT may be of significance. The fact that our profession is still referred to as SNT may further make it difficult to break the ingrained thought that some students need a special kind of education – ie. “Special Needs Education”. The fact that we have both the National Agency for Education and the Special Needs Education Authority certainly contributes to the view that SNTs should concern themselves with something different to the mainstream education.  The role of the Headmasters’ training must not be neglected as it seems to have a big focus on the jurisprudence, and the role of the SNTs is virtually invisible in the Education Act and other regulatory documents. The texts that I have read on the subject of the LT reform, collegial learning and school development in general give me the impression that the LTs and the SNTs do not exist in the same universe. When SNTs are considered key figures, the focus is to increase the accessibility and allow more students to get the help that they need, in their actual classroom and in such cases the LTs are not even mentioned. In texts on the subject of collegial learning, however, the role of the LTs is practically the only one focused on. If the practical knowledge of the SNTs – to make colleagues develop their own practical judgment without providing given solutions – does not receive a more prominent position, there is a risk that the collegial learning turns into nothing but collegial sharing, where the more expressive teachers get an arena for telling about their most successful projects. Another danger is for the categorical perspective to once again gain ground and for the democratically included thought of a school - for- all to be further and further away, which, in today´s society would be most unfortunate. The voice of the SNT needs to be heard in order to put thoughts in motion.       

    Key words: Special Needs Teacher, Lead Teacher, Headmaster´s educational leadership, collegial learning, practical knowledge, phronesis

  • 917.
    Åkesson, Lena
    Södertörn University College, Lärarutbildningen.
    Hem- och konsumentkunskap som stödämne2008Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [en]

    Domestic science is an interdisciplinary subject. Furthermore domestic science is a combination of theory and practice. The basic competence, a recommendation from ‘The Swedish School Institution’ (Skolverket), is to enter the secondary school with minimum grade G, (godkänd) in the basic themes: Swedish, English and Mathematic. Today there are many pupils finishing their secondary school without grade in one or more basic themes; Swedish, English and Mathematic. The aim of this essay is to show if domestic science could be used as a complement to the basic themes which are suppose to help the pupils to get grades in the basic themes of Swedish, English and Mathematics. A question in the essay is; is it possible to combine theory and practice? The theoretical frame of this essay is constituted by the pedagogies of activities and work. The sources for research of this essay have been the course plan of ‘The Swedish School Institution’ (Skolverket). Comparisons have been made between the basic grades; domestic science and basic themes of Swedish, English and Mathematics. The results indicate that there is a possibility to build bridges between the basic themes and domestic science. Through the use of pedagogies of activities and work, letting the experience fortify knowledge and showing the connection between knowledge and action, will present new ways to inspire the curiosity and creativity of the pupils.

  • 918.
    Åsberg, Sofia
    Södertörn University, School of Culture and Education.
    Att bilda till frihet: En studie av folkbildningens ideologiska påverkan och utveckling 1990-20122012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    During the last two decades, the elementary, - secondary-, and upper secondary schools of especially Europe and USA have gone through a change. From being formed in the post war time and, in Europe, very influenced by the ideas of social democracy, the school today has more and more come under the influences of neo liberalism, entrepreneurship and the political and economical situations during the late 1980´s.

    This undergraduate work brings up the changed discourses of education and knowledge in relation to the traditional free school system for adults in Sweden, the popular education, and especially in relation to folk high schools (folkhögskolor). By using, first and foremost, the idea of Norman Faircloughs critical discourse analysis (CDA) the rules and documents concerning the folk high schools are analyzed. The purpose of the paper is to identify and recognize the movement in the discourse to reach an understanding about the political situation for folk high schools in Sweden. In the end you can see that it is possible to define a similar development in discourse surrounding the popular education, as has been in the case with the elementary, - secondary-, and upper secondary schools.

  • 919.
    Östman, Lena
    Södertörn University College, Lärarutbildningen.
    Jämställdhet, jämlikhet, olikhet: kunskap om skolans jämställdhetsarbete2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    This essay is about gender equality in a Swedish upper secondary school. The aim is twofold: to obtain knowledge about feminism, gender equality, boys´ and girls´ situations in schools and gender equality work there; and to find out if government management documents for schools work effectively when it comes to promoting gender equality in schools. There are four research questions: How do teachers interpret what´s said in management documents for schools? What strategies do teachers use to promote gender equality? What opportunities and obstacles do teachers see for promoting gender equality at the specific school? And, finally, do the management documents for the school work effectively when it comes to promoting gender equality?

    The study has a socialist feminist perspective, which sees gender differences as a result of a mix of biological, historical and social factors. Important theoretical standpoints include gender socialization as an explanation for how girls and boys become women and men.

    The results of the study points out that teachers interpret management documents differently, and that they find the documents hard to understand. They use a few different strategies when it comes to promoting gender equality, although they do not sufficiently realize the importance of their own conceptions of girls and boys in reproducing existing gender patterns. One of the obstacles for promoting gender equality in the school, although not mentioned by the teachers, seems to be the school management, who seem to do nothing to promote gender equality and fail to set up goals for gender equality in local school management documents. The main obstacle, however, is found to be the surrounding society and it´s definition of women and men. The main opportunity in the school is found to be the teachers, given that they are provided with knowledge, support from management and more specific formulations in management documents on how to work practically with gender equality.

    Suggestions for future research include comparative studies, studies on teachers views on gender equality as a goal already reached in Sweden, and studies on how to use the concept of intersectionality in the aim of reaching a higher level of equality in schools.

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