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  • 101.
    Bartfai, Sara
    et al.
    Södertörn University, Teacher Education.
    Lööw, Torulf
    Södertörn University, Teacher Education.
    Att förstå vad man läser2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the present study is to describe and analyze what modes of discourse for reading comprehension were prominent among six teachers in two different schools in Stockholm, Sweden. Based on a teacher perspective on how to describe, teach and assess reading comprehension, the investigation concentrated on teacher discourses and their alignment with influential theories of reading. The study was based on transcriptions of six tape-recorded teacher interviews and classroom observations. The method for analyzing the material was a discourse analysis based on Rosalind Ivanic’s (2004) six writing discourses that were adapted to the context of reading comprehension. The results show that teachers in both schools tended to utilise several modes of discourse at the same time. There was overall a significant difference between the discourse styles that were used when the teachers were defining the purpose of reading comprehension and the styles used when the teachers were assessing reading comprehension. The teachers mainly used a creativity discourse and a social-practice discourse when explaining the purpose of reading comprehension. In describing assessment of reading comprehension however a skills discourse was more prominent among the teachers. Hence a discrepancy could be seen between how the teachers view the purpose of reading comprehension and how they assess it.

  • 102.
    Basa, Maral
    et al.
    Södertörn University, Teacher Education.
    Kerstof, Emilie
    Södertörn University, Teacher Education.
    "Trygghet är att vara säker och inte känna sig rädd": En hermeneutisk studie om trygghet i förskolan ur barns perspektiv2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to reach an understanding of some children´s experience of safety in preschool and important factors for their experience of safety. Our study is a qualitative study with a hermeneutic approach. We chose to perform semi-structured group- and couple interviews with children in order to hear their thoughts about safety as well as their experiences of it. In the analysis of our material, we have used the hermeneutical circel and the RUS-model. We have done so in order to interpret the children´s experiences and thoughts about safety in preschool within certain limited areas. The results show us that good peer relations and meaningful activities had significant roles for the children´s experience of security. Indirect factors that we interpreted were important for the children´s experiences of security were the educators, the physical environment and functioning routines. 

  • 103.
    Baum, Linn
    Södertörn University, Teacher Education.
    Min pappa är en ängel: På vilket sätt kan förskolan hantera barn och vårdnadshavare i kris?2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    With the starting point in a self percieved dilemma I reflect on how I acted in a crisis situation and if I could have acted in a different way. I ask questions about how preschool educators can handle children and guardians in crisis and the importance of the pedagogues education and experience in dealing with crisis. I have chosen to focus on a socio-cultural perspective, existentialism and tacit knowledge. The methods of the study have been to write a scientific essay and to use qualitative interviews with four educators. I reflect on theories and concepts and discuss how they can be applied in practice.

  • 104.
    Baybek Mehlich, Arzu
    et al.
    Södertörn University, Teacher Education.
    Berezak, Marta
    Södertörn University, Teacher Education.
    "Världen är en saga! Sagan är en värld! Ja, vännen, det har du rätt i! Men varje saga har en moralisk mening och budskap” (Adam Mickiewicz): En uppsats om genus och jämställdhet i barnlitteraturen i Sverige, Polen och Turkiet2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this research is to study how gender is constructed and represented in children's literature through image and text analysis of the four selected children's books from respectively Sweden, Poland, and Turkey. Through our analysis we want to demonstrate the prevailing gender discourses expressed in children's books through text and image. From this we want to create an understanding of the importance of the selection of children's books and the role of adults in com­municating and discussing the content. The study has feminist poststructuralism as theory which is part of social constructivism. To achieve the in-depth analysis, we used semiotic text and image analysis as well as multimodality and critical discourse analysis. The study's findings show that, based on semiotic image and text analysis, most analyzed books convey and portray a con­ventional and traditional image of femininity and masculinity. There are some break­through chal­lenges in the selected children's books that adults need to attend to in social practice with the chil­dren. The result we have reached is only partly in line with the curriculum for preschool gender equality. Some messages are also in conflict with them.

  • 105.
    Bazgyr, Zine
    Södertörn University, Teacher Education.
    Är förskolan för alla?: En studie om pedagogernas inställning gentemot barn med fuktionsnedsättning/barn i behov av särskilt stöd i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Preschool is an organization that aims to include and adapt to every child's different needs, conditions and abilities. The political vision of a "preschool for all" means that the activities should be adapted to the needs of every child, but despite this, there are still “special solutions” in preschools. 

    This study aims to gain a broader understanding of pedagogue’s attitude towards children who are in need of special support or have a disability in preschool. Our survey is based on the pedagogue’s point of view, where we aim to find out how pedagogue’s view their proficiency and what opportunities there are to meet the children's different needs. Furthermore, we will investigate how pedagogues reason about their way of working when it comes to the inclusion of children in need of special support.

    Our study is mainly a qualitative method. We were interested in seeing how work, competence and reception could differ from a pre-primary preschool and a preschool that specialize in disability. With that reason in mind, six individual semi- structured interviews were conducted with six different people. Three of them were special needs teachers and worked at a specialized preschool with disabilities and three were pre-school teachers and worked at pre-primary preschools. 

    The study shows a difference in approach between these two preschools. Large children's groups and staff density, among other things, causes work to deteriorate with children who have a disability or are in need of special support. We have also come to the conclusion that “a preschool for all” is not about being physically involved, but is about meeting their needs and being included. Finally, we were able to determine with our study that there is competence for working with children who have a disability or are in need of special support but that there are insufficient resources to meet children's different needs.

  • 106.
    Beata, Kudela
    et al.
    Södertörn University, Teacher Education.
    Kourosh, Safinia
    Södertörn University, Teacher Education.
    Dilemman kring fritidslärarens uppdrag i skolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Our aim with this essay is to examine the challenges that recreation teachers faces at their workplaces. We especially focus which cause difficulties for the implementation of recreation teacher’s assignments. We hope to highlight the difficulties and factors which act as a barrier to recreation teachers. The questions that we are trying to answer are: what perceptions in their daily work recreation teachers shave of their mission? What challenges do recreation teachers experience in the implementation of their mission? What solutions and aids do recreation teachers use to meet these challenges?

    We will use a qualitative method in our essay. Data collection includes interviews with four recreation teachers in three different schools. The empirical material will be analyzed and interpreted from a socio- cultural perspective and by means of other research in this area. The result shows that recreation teachers are experiencing challenges but are trying to carry out their mission through a variety of methods in order to provide children with basic care.

  • 107.
    Becirovic, Amanda
    et al.
    Södertörn University, Teacher Education.
    Jegenstam Ott, Lina
    Södertörn University, Teacher Education.
    I toppen av hierarkin: En studie om hur pedagoger förhåller sig till genus på fritidshemmet2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to illustrate how educators relate to gender in after-school programs and how school culture affects educators and students. Our questions also deal with gender order in school and how cultural factors affect the gender perspective in after-school programs. As empirical basis for our study we did four qualitative interviews with educators at two multicultural schools in Stockholm and one Swedish school in a Spanish-speaking country. The results of the study show that the educators at the after-school programs relate different to the students in school from a gender perspective. We have seen examples of educators maintaining stereotyped gender definitions by talking about girls and boys as two different uniform groups. The results also show how educators can create possibilities for students to find different identities by not making any differences between the students based on gender. It has also emerged that there are different cultures at each school and common to all three schools in the survey is that the school culture affects how educators think about and work with gender. 

  • 108.
    Behram, Kelmendi
    Södertörn University, Teacher Education.
    Skönlitteratur som läromedel i svenska som andraspråksundervisning2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    For several years has the subject Swedish as a second language been an undergraduate subject in Swedish universities and colleges. The lessons in the Swedish primary schools in this particular subject is still handled by teachers who have no education in the subject. The purpose of this study has been to compare how three teachers with education in Swedish as a second language and three teachers who lack education in Swedish as a second language reasons about their use and choices of fiction. To answer this I prepared the following questions:

    • How do six teacher reason about the use of fiction in teaching? Is there any difference between teachers with or without Swedish as a second language education, in how they describe the use of fiction?
    • What are the opportunities and obstacles they consider there is with the use of fiction? Is there any difference in their reasoning based on their education?
    • How do they reason about their choices of fiction? Is there any difference in the reasoning between the teachers with or without Swedish as a second language education?

    The study is based on a qualitative method with six interviews. The theoretical basis this study is based on is theories about the connection between the reader and the text, especially Louise M Rosenblatts transactional theory and Kathleen McCromicks repertoarers. Based on what research and theory suggests, the results show that, teachers with an Swedish as a second language education have a greater knowledge of how fiction should be used in teaching. It also shows that teachers with an education sees a little less obstacles on the use of fiction. They also have a greater understanding of how the choices of books should be made when it comes to using fiction with pupils with swedish as a second language.

  • 109.
    Bellos, Dina
    et al.
    Södertörn University, Teacher Education.
    Rebecchi, Angelica
    "Alla kan bara man vill!": En kvalitativ undersökning av barns erfarenheter och föreställningar om olika yrken ur ett genusperspektiv2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The aim of this essay is to examine if children’s, in this case girls and boys between four and six year old, experiences and perceptions of various occupations follow a gender stereotypical pattern that is distinguishable in the society and that is evidenced by a gender distributed list presented by the Central Bureau of Statistics (SCB 2016).

    These children’s experiences and perceptions are examined in relation to family and surroundings. The central question is how they describe occupations and occupational-related activities offered in a school and preschool environment from a gender perspective. These children’s experiences and perceptions are also examined in relation to how they describe their career-related aspirations.

    Our study is theoretically based upon two different alignments of the gender theory that describe the social construction of gender.

    The data collection is based on 7 group interviews with 31 children from one preschool class and two different preschools.

    The results of our study indicate that the children have occupational experience that they relate to family members and/or to their immediate surroundings. The majority of the children’s experiences show that chores are distributed equally within the family and are therefore described as genus neutral. However, the majority of the children's occupational experience is gender-influenced, thus following the gender segregated labor market outlined by Central Bureau of Statistics (2016) list. Their own occupational aspirations also show that they follow this gender stereotypical pattern. The study emphasizes that the children are active agents in their development of gender identity and that their gender identity appears more clearly in specific contexts. On the other hand, we see that girls are more eager to extend the limits of the female arena. Another important aspect that the study shows is that the occupational activities offered in the school and preschool activities have a positive impact on how children distinguish their own ability. This can increase their ability to feel that they can do it if they really want to!

  • 110.
    Bengtsson, Ema
    Södertörn University, Teacher Education.
    Misslyckandets styrka: En essä om att utvecklas genom misslyckande som fritidslärare.2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My scientific essay is about how I as a recreational activities teacher deals with failure in my profession and how that approach affects the students. I takes its starting point in a self-perceived tale where I act as recess monitor. Suddenly I realize that a colleague and I are the only ones outside during recess with hundreds of students. The students will meet an educator who is unconcerned, stressed and irritable instead of the engaged recess monitor they are used to. I feel like a failure in my mission as a recess monitor and begins to question my professional identity. I try to find someone to blame but realize that the feeling of failure also depends on that I have a hard time accepting my own lack of skills. My questions at issue are, how can a recreational teacher relate to failure in the profession? And, how are the students affected by the pedagogue’s approach to failure?

    The method I have used is scientific essay form which has given me the opportunity to deepen my reflections connected to literature by philosophers and scientists within the educational area. I also use the governing documents which decides how I should exercise my profession. These are Curriculum for the compulsory school, preschool class and the recreation centre 2011, The General advice for the recreation center and The Education Act. I have based on the reflections investigated how I could have behaved different, how my behavior affected the students and how the recreational teacher is able to develop through failure. I have examined my question at issue in dialogue with theories and reached a conclusion how to work with failure can proceed from the maturity theory, symbolic interactionism, differentiation of self and deontological ethics.

  • 111.
    Bengtsson, Emelie
    et al.
    Södertörn University, Teacher Education.
    Ryttersson, Cornelia
    Södertörn University, Teacher Education.
    Tecken som alternativ och kompletterande stöd: En studie om hur förskollärare använder TAKK2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to find out the view preschool teachers have on sign language asalternative and complementary communication (in swedish TAKK stands for tecken somalternativ och kompletterande kommunikation) and how they use it in preschool activities. Tofind this out, we have conducted an inquiry survey and interviewed seven preschool teachers.Based on the material we gathered we will present in four sub-headings that indicate not onlyhow preschool teachers use sign language as alternative and complementary communication in preschool activities but also their thoughts and experience of it. We have used the socio-cultural perspective and Vygotskij, Dewey and Piaget as our theoretical starting points.

    The results of the study show that sign language as alternative and complementarycommunication is a complement to the verbal language and that children learn in socialinteractions. Furthermore, it facilitates when there are more users and also that they remind each other.

  • 112.
    Benouaden, Hanane
    et al.
    Södertörn University, Teacher Education.
    Bildik, Zeynep
    Södertörn University, Teacher Education.
    Lekbaserat lärande i förskolan: En kvalitativ studie om lek som pedagogiskt verktyg för att främja lärande2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 113.
    Bentahar, Sofia
    et al.
    Södertörn University, Teacher Education.
    Paschalidou, Maria
    Södertörn University, Teacher Education.
    Flerspråkighet som norm: En studie om pedagogers synsätt på flerspråkighet i förskolan2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of our study is to examine preschool teachers' attitudes to multilingualism in preschool, especially in relation to the preschool's internal environment. Our study is based on the socio-cultural perspective and consists of six interviews with pedagogues and observations at two preschools in different parts of Stockholm. We are certain of that our study is important for pedagogues, since a high proportion of children in Swedish preschools are multilingual. A high level of awareness and recurrent work to promote children’s multilingualism has tremendous importance for children's language development.

    The result of our study demonstrates that multilingualism is the norm in the preschools. Based on the interviews, we have seen that pedagogues are aware of the fact that both the children's home language and the Swedish language are equally important for children's language development. For children to develop good language skills in the Swedish language, it is important that the mother language is promoted and is a point of departure in preschool activities.

    Pedagogues, who constantly communicate with children, contribute to children's language development. Children must be offered ample opportunity for language use and interaction in different contexts. The study demonstrates that pedagogues consciously work with multilingualism, aiming for creating a language stimulating internal environment that encourages kids to play, learn and develop their language skills. Similar to a majority of pedagogues, we are certain that play has an important role for children's language development; because play is something pleasurable that often comes naturally and it is very important for children.

  • 114.
    Bergfors, Mikael
    Södertörn University, Teacher Education.
    Visuell kommunikation: meningsskapande bilder och modaliteters samspel2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 115.
    Bergfors, Mikael
    et al.
    Södertörn University, Teacher Education.
    Odell, Jon
    Södertörn University, Teacher Education.
    Problemlösningsmodell och matematiska uttrycksformer: En observation- och intervjustudie av elever i årskurs 62016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 116.
    Berglund, Sara
    Södertörn University, Teacher Education.
    Vetenskaplig grund och forskning: En enkätstudie om vetenskaplig grund i förskolan2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose and questions: The Swedish School Law states that education in preschools and schools shall rest on a scientific base. The aim of this study is to examine to what extent and in what ways that preschool teachers are acquiring and getting information about research. It also aims to investigate the possibilities and the problems that may arise due to the requirement that education in preschools should have a scientific base.

    • In what extent does preschool teachers believe that scientific basis and new research has significance for their work?
    • How does preschool teachers get information about research and in what extent?
    • What are the opportunities and problems that preschool teacher faces when it comes to new research?

    Theory: The theory that are used is Illeris learning theory. Also the postmodern view of the world, with its perspective on knowledge and the reflexive term is used.

    Method: The research is done with a quantitative method, web survey. The analysis is done with more of a mix between quantitative and qualitative analysis method. The response rate is 30,5 % for the survey, which is 25 preschool teachers.

    Conclusion: The preschool teachers in this study states that they comes in contact with research mainly by seeking it out themselves. They overall states that it's interesting to read these texts and they understand them. Furthermore the majority of the teachers states that research has relevance to their professional practice and that the research they have read has changed their preschool. The majority of the teachers also states that it's important that the preschool education is resting on a scientific base. Generally the preschool teachers in this study have the skills and motivation they need to read, get information and knowledge through research and to use the acquired knowledge in their preschools. The biggest problem for them to use more research is lack of time.

  • 117.
    Bergman, Johanna
    Södertörn University, Teacher Education.
    Laborativt material som konkretiseringsverktyg: Lärares kunskaper om och erfarenheter av laborativt material som arbetssätt2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to find out teachers view on manipulatives as a way to concretize a certain mathematical content and to highlight knowledge and experiences within the range of using manipulatives to concretize. By answering the questions below different approaches a teacher may have towards the manipulatives and how that may impact on student’s learning will also be discussed in comparison to mainly traditional and socially constructive theories of learning.

    1. What is the teachers view on manipulatives as a way to concretize?
    2. What purpose do they have when using manipulatives?
    3. According to the teachers, what does it mean to concretize a certain mathematical content?
    4. According to the teachers, what connection is there between manipulatives and concretizing?

    Through interviews and observations conclusions can be made that the teachers are in general positive towards using manipulatives as a way to concretize a certain mathematical content although the definition of what a manipulative is differ somewhat between the teachers. The teachers working with manipulatives do it in a well thought out fashion but more research is needed to furthermore define the purpose of using manipulatives. Few countries spend so much time concretizing and working with manipulatives as Sweden do, but still Sweden score below the OECD-average on the mathematical PISA-tests. You make ask yourself if this then is the right way to go to enhance student’s mathematical knowledge.

  • 118.
    Bergman, Johanna
    Södertörn University, Teacher Education.
    Sätt ord på det!: Ämnesspecifikt språkande hos andraspråkselever i årskurs 1-32015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to examine second language learner’s possibilities to use a subject specific language in class. The literacy perspective is constant throughout the study as well as theories on second language learning and theories on conversations about texts. By answering the questions below good examples and possible difficulties with second language learning was also exemplified.

    • In which situations where the students offered to speak subject specifically and how does the teachers motivate the ongoing conversations?
    • In what way is conversations about texts being used as a tool for further comprehension?
    • In what way does the second language learners benefit from the conversations?

    Through interviews and observations following conclusions can be made. Students are relatively often offered to use a subject specific language during class but more can be done since subject specific conversations almost never take place in the first grade. More conversations about texts from early ages is being presented as a possible solution to this issue.

  • 119.
    Bergnor, Emma
    Södertörn University, Teacher Education.
    Trösta eller tysta?: En essä om barns rätt till sina känslor2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is based on two selfexperienced situations. I examine my role as a preschool educationalist where children are prevented from expressing their emotions freely. The essay opens with a description of a middaysnack and the other story tells about a girl who is not allowed to decide herself when her sadness ends. The purpose of my examination is to problematize and reflect around the educationalists and my own encountering of the children in my stories. What does it mean to be a good educationalist when encountering children who express strong feelings? Which norms are created in the group of children when the individuals consistently are met by a silencing behaviour when in need of comforting? The situations themselves are not unique, they appear in different settings  relatively often. I will also reflect on my own practical knowledge in relation to the stories as well as set my thoughts against the regulatory documents regarding swedish preshool. These thoughts will be examined in this essay against theories such as relation competence, children's emotional development and theories surrounding shame and norms.

  • 120.
    Bergqvist, Emelie
    Södertörn University, Teacher Education.
    NU vill jag att du slutar upp och sätter dig på mattan!: En studie kring hur pedagoger bemöter barn som gör motstånd i förskolans rutinmässiga situationer2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to investigate how preschool teachers structure different routine situations in the preschool activities and how the preschool teachers in turn respond to children who in different ways resist these structures and situations.

     

    The study has been conducted based on an ethnological research method. Through observations and open interview questions, preschool teachers and children have given examples of how these phenomena can be seen in daily structured pre-school activities.

     

    The analysis, based on a relational perspective and Foucault’s theory on power, shows that preschool teachers often looks at the children's resistance as a problem and issue anchored to the child in question and not as a response to the teacher’s actions of power and other factors, which opened for further questions about children's ability to influence in preschool.

  • 121.
    Bergqvist, Frida
    Södertörn University, Teacher Education.
    Samarbete och dess kännetecken: En studie utifrån fem avdelningsansvariga förskollärares upplevelser om samarbetet i arbetslaget2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine how preschool teachers who are departmental managers perceive cooperation in the work in a kindergarten. Five preschool teachers have participated in the interviews and have answered questions concerning the cooperation in their team. On the grounds that departmentalmanagers cooperate in a broader perspective and has full responsibility, I found the selection of interview subjects interesting to study. I was using a phenomenological research approach in the analysis of the interview material.

    I raise the following questions in my study: what skills and qualities are the respondents experiencing to be important to be able to work in a team? What common experiences share these respondents on the phenomenon of cooperation? The interview method was qualitative and the respondents have described various aspects of cooperation. The results of the studyshow that the essence of the phenomenon cooperation consistsof five key ingredients thatis relevant to the professional role: to plan together, to have fun together, to work professionally for the preschool curriculum, to have a common child perspective and to be able to see the big picture.The idea of the study was to highlight the characteristics of a good partnership. I noticed that the majority of the respondents shared many common views and experiences. They strove to have empowered and motivated colleagues. They stressed that it was important to have fun together and to give feedback when needed. The respondents describe the tasks they have and it's all about planning, communicating with the parents, the boss, colleagues and children, and making the decisions concerning the department. They also worked to ensure the quality of the preschool. The results indicate that a good cooperation is required to be able to get things done successfully.

  • 122.
    Bergsmo, Veronica
    Södertörn University, Teacher Education.
    Det ska vara på riktigt!: Dramatisering som metod för konflikthantering i förskolan2015Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In my essay I illustrate some of the different methods and theories that can be applied when children in preschool exhibit a disruptive behavior. I reflect on the story based on concepts such as shame, guilt, emotional state, competens to play, solution-oriented pedagogy and forum theater.

    The story takes place in a kindergarten yard. There are five children at the age of five playing a game that is inspired by a program that two of the children have seen on TV, and it must be real. The game goes astray and the children who had seen the program fall into physical conflict with each other. One child pushes his mate up against a wall with the aid of a stick. My reflektions of the text assumes questions on how I can resolv the conflict in a good way, what is the role of emotions in interaction with others? I investigate whether a form of forum theater could be a way to bring in more of the theories in efforts to help children with externalizing behavior to find strategies in every day life. I also reflect whether observations, dramatizations, environment and attitude can make a difference in how children handle their capacity for constructive play and their interaction with other children? In my conclusions, I see that there is not one way to go but many. Everything depends on the situation, the children and the educators that are involved.

  • 123.
    Bergström, Emma
    et al.
    Södertörn University, Teacher Education.
    Söderqvist, Elin
    Södertörn University, Teacher Education.
    Att arbeta i den mångkulturella förskolan: En kvalitativ undersökning om pedagogers förhållningssätt2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    We have seen through our own experience that it is of most value to embrace other cultures in preschool to create respect and understanding for one another. We think it ́s important for children to take part of other cultures as young because we live in a multicultural country.The purpose of this essay is to analyze how educators reasons and work with multiculture in preschool. Our main questions in our study are:-How do teachers relate in the preschool Regnbågen to children’s different cultures in food situations and song gatherings? -How do teachers use language as a tool in preschool Regnbågen in meetings of children different cultures? This is a qualitative study where we interviewed three preschool teachers and observed teachers in three different observations. In order to obtain a result to analyze, we linked the interviews and observations to our theoretical concept and previous research. Our theoretical inspiration is the socio-cultural perspective where the language is in focus of understanding and learning. The reason for this interest lies in the fact we have come to face in our practice at the different preschools we have been to under our education. We have seen that preschool teachers stand infront of a difficult task, to exlude and include childrens different cultures in preschool. It is a struggle for teachers between the everyday musts and the work with the teaching plan for preschool. At the same time, the teachers have to try to detain preschool standards and values. This is something we have come to realize under our interviews and observations.

  • 124.
    Berntsdotter, Matilda
    et al.
    Södertörn University, Teacher Education.
    Sundqvist, Linn
    Södertörn University, Teacher Education.
    Förskollärarens syn på sin kompetens inom bild och bildskapande.: En kvalitativ studie ur ett sociokulturellt perspektiv.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to examine the preschool teachers' view of their competence in art and art creation, as well as the competence they consider that a preschool teacher should have and how competence can develop. In this study, we define competence as something you own in the practice of preschool education and that preschool teachers can meet the challenges that the profession requires. Competence is about being able to carry out an action in practice, and in this study, the expression summarizes what a person can in the field of art and art creation. Our study addresses the following questions; how do preschool teachers perceive their competence in art and art creation? What do the preschool teachers think they need in competence in art and art creation? What role do preschool teachers play in promoting their own and children's competence development in art and art creation? Four preschool teachers and a teacher for elementary school's older years who worked in preschool since her education was interviewed with a qualitative interviewing method from a sociocultural perspective. The results show that the competencies that preschoolers apprehend is competence that includes material knowledge, the ability to link activities with curriculum and theories, and to make it a fun-filled activity for the children. In order to develop their competence, the result shows that they use continuous education and collegial learning and in interaction with children.

  • 125.
    Biberg, Madeleine
    et al.
    Södertörn University, Teacher Education. 840602.
    Hashimoto, Sophie
    Södertörn University, Teacher Education. 751031.
    ”Djungelns lag i stora barngrupper”: En kvalitativ studie om anknytningens betydelse för de yngre barnens trygghet på förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose

    The purpose of the study was to examine the educator’s thoughts and experiences regarding the term “attachment”. Similarly, we wanted to find out what strategies educators use to create comfortable and secure relationships for the younger children within the large groups of children. According to this purpose, we have formulated the following questions:

    • What experience has educators in working with large groups of children?
    • How do educators perceive the term attachment in relation to the younger children in preschool?
    • Which known strategies the educators use to ensure the younger children’s security within the larger group?

    Method

    We have, with a qualitative method, interviewed six educators at three preschools in different municipalities. As a complement to the collected data, we made observations at two of the preschools. Our greatest focus and importance have been on the empirical evidence from the interviews conducted.

    Theory

    In our study we have taken the support of Bowlby's “attachment theory” which highlights the importance of close emotional relationships and we also used current research in the field. We have chosen to assume only this theory because we believe that it corresponds to the study's main purpose, namely children's secure attachment.

    Results

    From an attachment theory perspective that emphasize the importance of close and emotional relationships for the individual child's development and comfort, one of our results indicates that large groups of children complicate the educators ability to meet the individual child's needs on a daily basis. Based on the interview material it became clear that all educators agree on the importance of being a calm and present educator in the attachment work with younger children. Our results indicate that strategies such as dividing large groups in to smaller ones, as well as a structured working team, are important factors in order to tie in with all children within the larger groups. Most educators emphasize that an inspiring environment that raises the child's curiosity and exploration, promotes the child´s sense of security at the preschool.

  • 126.
    Bjuvgård, Amanda
    Södertörn University, Teacher Education.
    "Huru Sverige danats": En analys av bilder av djur, naturlandskap och mannen/kvinnan i landskapsbilden i Läsebok för folkskolan från åren 1868, 1899 samt 19222018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essay was to look at and compare the imagery in three editions of the Läsebok för folkskolans second department from the years 1868, 1899 and 1922 with a special focus on images of animals, nature scenery and the man / woman in the landscape image to see if and in that case how the images communicate a special kind of citizen image / patriot image in collaboration with the texts. It also aims to investigate whether there was any educational reason for using images in the Läsebok för folkskolan.

    In order to answer the essays aim a theoretical point of departure has been Benedict Anderson's theory about imagined community, but also Eric Kaufmann & Oliver Zimmer's theory of nationalization of nature versus naturalization of the nation. The method used is an image analysis attempting to understand what the image expresses by looking at the different meaning levels of the image along with the text to which the images belongs.

    The results show that you can see a shift in the images themes, from tradition 1868 to a romanticization of the same themes 1899 until it in 1922 became more important for the authors and the image setters to give the students a picture of a modern Sweden. Furthermore the results show that you can categorize the images in different kinds of Swedishness. This has been illustrated as a circle with a center, outer edge and periphery which contains different kinds of Swedishness. Together these images gives a picture of an imagined community of what Swedishness means. It has also been possible to see a clear nationalization of nature in the images of animals and nature scenery that occur in the second department. Finally it is hard to say how big the role the image had as an educational tool but it is still possible to say that the pictures must have had a certain influence on how the image of Sweden was produced to the students.

  • 127.
    Bjuvgård, Amanda
    Södertörn University, Teacher Education.
    Vad är etisk kompetens?: En undersökning om fenomenet etisk kompetens och skönlitteraturens roll i etikundervisningen.2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to investigate what the phenomenon of ethical competence can mean and what function reading of fiction might mean for the development of ethical competence. Furthermore, it has also discussed what conclusions one can draw from this for ethics education in the religious studies subject.

    In order to answer the essays aim, the aim has been divided into two main questions and a discussion question. The main questions were: what is ethical competence? What does the reading of fiction mean for the development of ethical competence? The discussion question was: what conclusions can be drawn from the answers from question 1 and 2 in relation to ethics education in religious studies? The basic data to answer the essay questions consists of two theories on reading and which importance fiction has. The material was then examined and analyzed with a sort of qualitative text analysis.

    The results of the study show two different theories about what ethical competence can mean. The theories show different, but similar, conclusions on how the reading of fiction can be seen as a source if a person wants to develop its own ethical competence. It was also discussed whether ethical competence should be seen as part of the ethics education or not. The results of this discussion was that it’s possible to argue that the development of ethical competence of students should be seen as an integral part of ethics education as ethical competence contains elements that should be seen as part of the general education mission (fostransuppdrag) that the school in Sweden has.

  • 128.
    Bjuvgård, Matilda
    et al.
    Södertörn University, Teacher Education.
    Landin, Anna
    Södertörn University, Teacher Education.
    "Hur ser en skoldag ut för dig?": En kvalitativ intervjustudie kring fritidslärarens samverkansuppdrag2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The background of the essay as well as the previous research on our subject revealed leisure time teachers collaboration assignment as unclear. This is in agreement with our previous experiences from our operational training (VFU) and workplaces. The purpose of the study was therefore to investigate which assignment in the form of a leadership role, tasks and use of skills that leisure teachers describe to have during the school day.

    We also examined which factors influenced their work during the school day. We chose to conduct qualitative interviews with six informants. All informants had a basic teacher education for the leisure center. In order to highlight the characteristics of the leisure teacher’s professional identity, the theoretical starting point was social identity theory - which highlights identity creation based on group membership.

    The result showed that leisure time teachers described their work during the school day in relation to the class teacher’s assignment description. Contributing factors were, for example, valuation of skills, unclear job descriptions and resource shortages, all of which affected their work during the school day. Based on this, we saw in the discussion a connection between our results and the previous research.

  • 129.
    Björck, Emelie
    Södertörn University, Teacher Education.
    "...där Adam betyder människa och Eva livgivande eller kvinna": En genus- och jämställdhetsanalys om hur kvinnor och män framställs i religionerna judendom och islam i religionskunskapsböcker för mellanstadiet2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to with a gender perspective examine how often men and women are mentioned and how they are being portrayed in the religions Islam and Judaism in textbooks made for religious studies. To examine this a quantitative and a qualitative content analysis on three textbooks have been made and the following questions have been answered. How often are men and women being mentioned in the chapters about Islam and Judaism? Can the distribution be seen as even/equal between the genders? And how are women and men being portrayed in the chapters? Are they being portrayed and talked about in an equal way?

    Earlier studies have shown that it’s mostly men that are being mentioned and written about in both religious history and in textbooks made for religious studies. The religious texts are being interpreted by men and also written by and for men. This makes the man a kind of prototype for the religious person while the women have been and partly still is invisible in these contexts.

    The study concludes that men are being mentioned more often than women in the textbooks, which doesn’t compare with the goals set for a quantitative gender equality. It also concludes that the men are being portrayed as the active religious man while the women is being positioned beside the men, which makes the female religious practice partly invisible. To position the women beside the men is also to give them a subordinate and an outmoded role. 

  • 130.
    Björck, Emelie
    Södertörn University, Teacher Education.
    Läs texten och svara sedan på frågorna: en innhållsanalys av läsförståelseböcker och tillhörande uppgifter för årskurs 42018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Reading is not just about decoding letters correctly but also to understand what you are reading. With a broadened view on the reading and writing development which includes the four literacy practices: the reader as a code breaker, text participant, text user and text analyst, this study’s purpose is to examine how educational books made for reading comprehension are designed, and which of the four literacy practices named above are represented in the books. To examine this a quantitative and qualitative content analysis on three textbooks and associated assignments have been made, and the following questions answered. How are the books designed and which kind of assignments are in them? Which literacy practices can be found in the books and which of these are given most room? Can the four practices be said to interact?

     

    Earlier studies have shown that educational textbooks often direct the content of the teaching and are often seen as a guarantee that the content in the curriculum is brought up. Other studies have shown the importance of different components and literacy practices presence when teaching in reading comprehension. The study concludes that all of the analysed books are designed in similar ways with a design consisting of tasks to be done before reading the text and tasks and questions to be answered after reading. The study also concludes that the literacy practice which is given most room in the books are the practice called text participant and primarily in the form of tasks that consist of questions about the text for the pupils to answer.

  • 131.
    Björck Meltzer, Eva
    et al.
    Södertörn University, Teacher Education. 2003.
    Karlsson, Linda
    Södertörn University, Teacher Education.
    Böcker som en del av ett förbrukningsmaterial: Förutsättningar för de yngsta barnens litteracitet i förskolan2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    From the point of departure of a literacy perspective the aim of this study is to, examine how preschool teachers form and stage a learning environment that facilitates the language development of preschool children. The focus of our study is to explore how preschool teachers stress the importance of the learning environment when it comes to furthering language development and to examine the literacy events staged by preschool teachers. Our study is based on qualitative interviews with four preschool teachers working in different areas of Stockholm. One of the preschools participate in a language project. The other preschools are without alignment. We have also carried out observations in preschool environments, in order to examine the possibilities for preschool children to develop their language skills. To analyse our results we have used a literacy perspective where literacyevent is a central concept. The result of our study demonstrates that preschool teachers create possibilities for preschool children to become familiar with language in many different ways. Specifically prominent is bookreading, narrative, signs and symbols. The preschool which took part in a language projekt differed from the other as this preschool worked more consciously with books and narrative to support childrens literacy competense. The environment of this preschool also stands out from the other preschools whereby the promotion of language can be observed in all parts of the environment. It was shown both in the placement of the books and in how the preschool teachers talked about the importance of the books. The result of our study shows that all preschool teachers are very conscious of how childrens language can be promoted. However, the results also brings to light that not all teachers are as conscious of this when it comes to how to promote writing in the youngest children in the preschool. The results of our interviews reveal that preschool teachers consciously work in many different ways to promote language development for preschoolers from a literacy perspective. They are, however, not aware of the term literacy in relation to written language.

  • 132.
    Björk, Harald
    Södertörn University, Teacher Education.
    Musik som uttrycksform och kommunikationsmedel i institutionen grundskola: En analys av lärare och elevers tal om musikundervisning för årskurs 4-62016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    The purpose of the bachelor thesis Music as a form of expression and communication in the Department of Primary School - an analysis of teachers and students talk about music education for grades 4-6, is to examine how the aim “to provide students with opportunities to acquire music as a form of expression and means of communication” written in the curriculum for the compulsory school is expressed in the actual the actual music education for grades 4-6.

    The result of the survey is that the actual teaching focuses on preparing artisanal skills such as play technical qualities, music theory and history. The curriculum core content for different grades have a dominant influence in linguistically pronounced distinctions of what music education is, and should be which control the actual music teaching content. The core content for grades 4-6 does not include practical creativity and expression but focus on the defined preparatory artisanal skills.

    I have in my collection of empirical data used literature studies, qualitative semi-structured interviews and focus group discussions. I have structured my material on the basis of a methodology taken in theory of critical discourse and cultural psychology and analyzed this from a sociocultural perspective. Theoretical approaches have also been theory of power in the relationship, children and adults as well as theory in the roots of the philosophy of art.

     

  • 133.
    Björkhage, Johanna
    et al.
    Södertörn University, Teacher Education.
    Forsed Thorsén, Emma
    Södertörn University, Teacher Education.
    Stora barngrupper = stora problem?: En undersökning om förskollärares positiva och negativa uppfattningar om stora barngrupper2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate whether large groups of preschool children means lower quality of child development and learning. From six preschool teachers perspective we also wanted to find out the large groups of children positive and negative sides. The reason behind our choice of purposes is both our own experiences of mostly negative opinions of large groups of children among preschool teachers, as well as the news reports about the negative consequences that large groups of preschoolers may cause. The study draws on a approach of the term constructionism in the understanding of the teachers’ perceptions of larger groups of preschoolers. We applied a qualitative method based on interviews with six preschool teachers working on two different preschools.

    The result of our study shows that the interviewed preschool teachers sees mostly advantages rather than disadvantages with large groups of preschoolers. The preschool teachers describe that to be able to work with large groups of preschoolers there has to be a good structure and organization guaranteeing that the pedagogues have the right competence and that the preschools environment is well designed. The conclusion we have been able to draw is that the preschool teachers in our study is not sharing the same negative view that previous research and media reports have shown. Instead the preschool teachers in our study sees more positive than negative aspects of large groups of preschoolers, as long as there is a good structure and organization.

  • 134.
    Björk-Lindberg, Nicolas
    Södertörn University, Teacher Education.
    Kalla vindar: En vetenskaplig essä berörande demokrati, etik och ledarskap i skolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 135.
    Björklund, Maria
    Södertörn University, Teacher Education.
    Undervisning med hjälp av IKT i fritidshemsverksamheten: En kvalitativ studie som undersöker hur IKT används på fritidshemmet och vad elevrna lär sig2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 136.
    Björklund, Sandra
    Södertörn University, Teacher Education.
    Så länge någon kan minnas: Historiebruk i samisk identitetsbildning 1969-20182019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper deals with how different operators use Sami history, what kind of use of history they apply. The material I have analysed are lesson plans from Samiskt informationscentrum, The Sami – an Indigenous People in Sweden by Sametinget and the government, brochures by Gaaltije/Sydsamiskt kulturcentrum and the journal Samefolket the years 1969-2018. The study answers two main questions:

    - Which use of history is made by the actors claiming Sami history? How do they use Sami history?

    - In what way are global historical references used in the writing of history?

    I have used a hermeneutic method as a tool in my analysis to try to understand in what aim the use of Sami history is made. My main conclusions are that there often are deep historical arguments that are used, where the authors in my material are trying to legitimize the presence of the Sami people as far back in time as possible. A genealogical perspective is used in all the material, where the history that is important for them is shown, as well as that the actions of the Sami peoples ancestor is often raised. This is connected with an ideological use of history, because arguments like “the Sami have been here as long as anyone can remember” are used. This is linked with the existential use of history where I see it as an aim to legitimize the rights of land, fishing, hunting and reindeer husbandry. There is also a moral use of history that are shown in connection with an existential use of history, where I see it as strive for remembering the history of the Sami, but also a reconciliation and restoration with the past. Often the moral, ideological and existential use of history is used together to achieve the same thing – more rights for the Sami’s. There is a political dimension of history culture that I see in my material where the history is used to legitimize, in this case, the rights of the Sami people. The use of global historical references is partly showed in Samefolket, some of the brochures and in one of the lesson plans about colonialism; where there are comparisons with how the Jews, the indigenous Americans and aborigines were treated.

  • 137.
    Björkman, Dawid Leonard
    Södertörn University, Teacher Education.
    ”Clint Eastwood med disktrasa”: En narrativ innehållsanalys av läromedel utifrån ett genusperspektiv2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to examine how the male characters are portrayed in the television series »Livet i bokstavslandet« based on Connels (1995) theory hegemonic »masculinity« and Butlers theory »gender performativity« and examine if the male characters challenge or maintain gender.

    The study proceed from the following questions:

    • Does the male characters in »Livet i bokstavslandet« challenge or reproduce traditional gender roles?
    • Are the male characters »participant«, »subordinated« or »marginalized« based on Connells hegemonic masculinity theory?

    A narrative content analysis has been conducted. The theoretical framework of the examination is based on men and masculinities studies, from a post-modern influenced perspective. Butler's concepts of performativity are of importance in this study. The results of shows, in conclusion, that »Livet i bokstavslandet« does neither challenge nor negotiate new gender roles. From a performativity point of view, the conclusion is that the series maintains prevailing gender roles.

  • 138.
    Björkman, Teresia
    Södertörn University, Teacher Education.
    ”Ett enormt resursslöseri”: En innehållslig idéanalys av debatten om förslaget att införa betyg från årskurs fyra2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the school political debate that is conducted in Sweden the question of grading is an ongoing topic of discussion. During the past year there has been a lively discussion about introducing grade from year four as suggested by the right wing parties. The purpose of this study is to set the teaching faculties’ view and arguments in relation to the politicians' opinion in the ongoing debate about the proposal of introducing grades from year four. Furthermore, the aim is to investigate how central the didactic arguments are in relation to other arguments in the current debate. To achieve the purpose of this study, the following questions was created:

    • How do the teaching faculty and the politicians argue around the proposal of introducing grades from year four?
    • Which beliefs about the functions of grades exist among these actors?
    • Which learning models and didactic perspectives exist in the debate and how does these relate to the beliefs about the functions of grades?

    This study is based on a qualitative method in terms of a contextual idea analysis. The theoretical basis is composed of theories about the different functions of grades, didactic perspective and learning models. The focus consist of investigating how the teaching faculty and politicians discuss the proposal in different articles. The reason for choosing this focus is to highlight the teaching faculties’ point of view in the debate which commonly is overshadowed by the politicians. The results show that the teaching faculty is critical of the proposal of introducing grades from year four, whereas the opinions among the politicians varies. The main criticism is that the proposal would involve a further waste of the school's already inadequate resources. Further criticism is that grades from year four would not work beneficial to the pupils due to different reasons.

  • 139.
    Björkman, Teresia
    Södertörn University, Teacher Education.
    Övas det som prövas?: En textanalys av samstämmigheten mellan två läsförståelseläromedel och PIRLS läsprov2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the light of Swedish pupils' declining understanding of non-fiction, as well as the abolition of textbook examination, the idea for this study was born. The purpose was to explore two reading comprehension textbooks in the subject of Swedish and compare them to PIRLS reading test from 2011. Furthermore, the overall aim has been to analyze the coherence between them (alignment). The study was focused on highlighting the similarities and differences among the texts and tasks provided in the materials. With particular focus on the text's prose, genre and format, as well as on the reading comprehension strategies that were practiced and tested in the tasks. Through text analysis, theories of alignment (Biggs, 2003) and reading comprehension strategies (Andreassen 2008; Reichenberg 2014; Westlund 2015) the following questions were answered:

    • Which similarities and differences regarding the text's prose form, genre and design can be discerned in the two textbooks compared to PIRLS reading test?
    •  Which similarities and differences exist between the reading comprehension strategies that are practiced in the textbooks' tasks compared to those tested in PIRLS reading test?
    •  Which preconditions are given the pupils to perform at PIRLS through the work of these two reading comprehension textbooks?

    The results showed both similarities and differences among all of the materials. The distribution of the text's prose form differed. In one textbook the most common form was fictional prose, whereas in the other book non-fiction occurred more. However the distribution was even in PIRLS reading test. Results also revealed that the extent of the texts was significantly longer in the reading test than in either one of the textbooks. Additionally the results indicated that the tasks, in PIRLS and in the textbooks, require a use of different reading comprehension strategies. In the textbooks multiple strategies were needed to solve the tasks, in contrast to PIRLS, where there were no use of several of them. These findings suggest a lack of alignment between the analyzed materials. 

  • 140.
    Björkquist, Jonas
    Södertörn University, Teacher Education.
    Pedagogers samarbete i affektsituationer2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to highlight pedagogues cooperation regarding affective situations and how they view this cooperation, affective situations as such, their task in them and what is required for this task to be carried out. The study is a qualitative study and to answer its questions four pedagogeus have been interviewed. The interviews were conducted at two schools in a municipality in Stockholm, after which they were transcribed and analyzed systematically.

    The results show that pedagogues cooperation regarding affective situations strives towards a solution that is best for the child. Children's needs and child perspective are in the pedagogues cooperation an important part of finding a solution to affective situations. To reach this goal the responsibility is divided in such a way that pedagogues who are not directly involved in the situation contributes to other aspects, such as taking care of other children. This is to create desired conditions for children in an affective state, and for colleagues, so that the situation may be resolved in a good way.

  • 141.
    Björkqvist, Emma
    Södertörn University, Teacher Education.
    "Utan sitt modersmål blir man fattig i sig själv": En kvalitativ studie om att stödja flerspråkiga barn i förskolan2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The aim of this study is to find out how preschool teachers interpret their role in supporting speech development for children with Swedish as their second language. The curriculum indicates that the preschool should support children who speaks other languages than Swedish to develop both Swedish and their mother tongue. This can become difficult since it means that a teacher often is commissioned to support a language that he or she does not speak.

    The objective of this study is to find out how preschool teachers interpret and describe their role when they don ́t speak the languages that is represented in the class. The purpose is to find out how the environment can be meaningful without verbal understanding between the child and teacher, as well as between the children.

    The data is collected with qualitative interviews that has been analysed with a social- constructionist perspective and theories of multilingual development for young children. The results show that the preschool teachers prioritize the support of the Swedish language to achieve multilingualism. They want the children to develop their mother tongue as well, but for this they often rely on parents. The teachers describe that a meaningful environment can be created by letting the children show what subjects is the most interesting, and plan for the basis of playfulness. The mother tongue is considered as meaningful to the child ́s identity and it is important that the child is permitted to be proud of his or hers language. 

  • 142.
    Björkén, Carolina
    et al.
    Södertörn University, Teacher Education.
    Törner, Annie
    Södertörn University, Teacher Education.
    Särskilt stöd i förskolan, för vem?: Faktorer som påverkar ett barns tillgång till särskilt stöd utifrån specialpedagogens perspektiv2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The main purpose of the study is to examine different factors that have impact on a child's access to special support from a special educator's perspective. What needs and challenges are prominent in preschool linked to children in need of special support? What role does the special educator have on the basis of the needs and challenges in the preschool? The method we used when we conducted our material for this study was a qualitative research approach. The empirical data has been collected through interviews with eight special educators and the answers were analyzed through systems theory, the individual perspective and the relational perspective. The main result of the study shows that the individual perspective is the prominent approach managing special support in preschools. It has also shown that there is a need of the special educator guiding educators to shift focus to the relational perspective in order to create an including environment in preschools. The prominent results in the study regarding needs has shown to be difficulties of mapping special support, lack of communication and handling children who acts out. The prominent results of challenges have been the lack of time for educators in preschool to reflect on their own role in the change to the relational perspective and to get the emotional support and guiding from a special educator.

  • 143.
    Björnberg, Frida
    et al.
    Södertörn University, Teacher Education.
    Johnsson, Emma
    Södertörn University, Teacher Education.
    "... från Aleppo till en liten kommun i Sverige, det får man inte glömma": En undersökning om förskollärares upplevelser av att bemöta barn med flyktingbakgrund i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to interview seven preschool teachers' experiences of meeting refugee children in six Swedish preschools. We wanted to find out the conditions underlying the meeting between the preschool teachers' and the refugee children. From an intercultural perspective, we have investigated how preschool teachers', more or less, address the children in relation to their past experiences and cultural background. In this study, we have applied a hermeneutical approach as a method that has allowed us to interpret the preschool teachers' stories of this phenomenon; the meeting between preschool teachers' and refugee children. Based on these interpretations, we’ve acquired a result that shows that children with a refugee background are received in different ways in Swedish preschool. Secondly, our readings show that there is a variation in how the preschool teachers' choose to highlight the child's previous experiences or not. We can also see a difference in what is regarded as important in the reception of the children. There is a difference in how preschool teachers' meeting with refugee children is conditioned by how they relate to the child’s refugee status and cultural background. Our result shows that the conditions underlying the preschool teachers' meeting with the refugee children is either assimilation into existing preschool frameworks, or accommodation to the child’s present situation with regard to their cultural background. 

  • 144.
    Björnsdotter Göransson, Sofia
    et al.
    Södertörn University, Teacher Education.
    Kullberg, Jenna
    Södertörn University, Teacher Education.
    Hur möblerar ni bort spring? Vi möblerar för spring!: En studie av pedagogers syn på fysisk aktivitet i förskolan2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to investigate preschool teachers’ knowledge and experiences of physical activity in the preschool indoor environment. To clarify this, we ask the following questions:

    1. What view of the concept of physical activity do preschool teachers has?
    2. What perceptions are made visible when preschool teachers interpret the objective in the curriculum?
    3. What didactic opportunities do preschool teachers see to carry out physical activity in the indoor environment?
    4. What norm-critical perspectives are visible in the preschool teachers’ answers?

    In our study we have chosen to use phenomenography as our theoretical method. We want to see if there are patterns in the preschool teachers’ answers, if they have similar experiences or knowledge, or they differ. Our study is therefore based on a qualitative research effort with both interviews and observations as a collection method. Our collected material has then been analyzed using our theoretical method and previous research to visualize the preschool teacher’s conceptions of the world around them. Our study´s main theme is therefore based on a scientific, didactic and cultural perspective. Our study shows that the knowledge and the definition of physical activity vary between preschool teachers which further affect how it is implemented. Children thus have different access to physical activity depending on which preschool they go in and what knowledge preschool teachers have. Preschool teachers varying interpretations of the objective in the curriculum have been shown to contribute to the design of the didactic learning environment. Missing knowledge probably leads to the objectives of the curriculum being interpreted on the basis of individual perceptions. Preschool teachers’ knowledge to physical activity and their norms and values will contribute to the emotional culture of which children become a part of. Therefore, norm-critical perspectives, intercultural leadership and child view have been relevant to our study. Our results have shown that norms on health and body ideals form preschool teachers' childcare and physical activity views. Preschool teachers show that despite obstacles, they focus on possibilities instead of limitations.

  • 145.
    Björsson, Emma
    Södertörn University, Teacher Education.
    ”Det skulle bli löjligt, om jag klev in i mina elevers värld”: En kvalitativ studie om elevers och lärares syn på elevers populärkultur i religionskunskapsundervisningen2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the thesis was to study teachers and students in primary schools thoughts on the use of the students popular culture in religious education, and to identify similarities and differences between the interviewed and how these could be understood. The purpose was further to examine what consequences popular culture’s relation to high culture (finkultur) was given in the interviewed’s reasoning.

    The thesis was divided into three major issues: What opportunities and difficulties do teachers and students regard with the use of the students popular culture in religious education? What are the differences and similarities between the respondents, and how could this be understood? And the third: What are the consequences of popular culture's relation to high culture in the reasoning?

    In order to achieve the questionaries, four students in ninth grade and four religious teachers in primary school were interviewed.

    The result showed that both teachers and students stressed student’s popular culture as an educational opportunity. The use of popular culture contributes a higher level of interest, commitment and happiness in religious education. The teacher provided to a greater extent the difficulties with the use of the students popular culture, mainly with their lack of time and knowledge about their student’s popular consumption. Popular culture’s relation to high culture was made visible. In the teachers interviews it’s relation was revealed in their negative attitude against the students popular culture, in for example it’s lack of good values which were not considered compatible with the school’s values. In the student’s reasoning popular cultures relation to high culture became visible with their expressed concern about the popular culture which is used in their spare time, be used in a context which they were not used to.

  • 146.
    Björsson, Emma
    Södertörn University, Teacher Education.
    ”Det är inte trevligt att sitta med jacka på sig inomhus”: En samtalsanalytisk studie om konstruktionen av genus på utbildningen Svenska för invandare2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to examine, with a gender theoretical and conversational analytical framework, how teachers in Swedish for immigrants (SFI) distribute positive and negative assessments towards men and women in the classroom and what causes them. The purpose is further to examine how the assessments construct and actualize gender patterns in the education.

     

    The thesis is divided into two major issues: How are positive and negative assessments ​​distributed between men and women in a class at Swedish for immigrants (SFI) and what causes these? How can the assessments ​​be related to constructing and actualizing gender? In order to achieve the research questions, four teachers have been observed in three different classrooms.

     

    The result shows how assessments ​​in classrooms are caused by fostering the students into a gender-normative behavior and also into a desirable classroom behavior. Furthermore, the assessments ​​are caused by evaluating students work efforts in school work. The result also show how women are given more positive assessments ​​and men more negative, even though there are no major differences between how assessments are distributed between male and female students. In total, women are given more assessments than men in the classroom. With the hidden curriculum as an analytic tool, the results show how hidden teaching agendas and the teachers’ assessments to foster the students into these exists within an educational context for adult students. The study has also made visible how gender is both actualized and constructed in the assessments ​​the teachers express in conversation with the students.

  • 147.
    Blad, Nathalie
    et al.
    Södertörn University, Teacher Education.
    Kandic, Medina
    Södertörn University, Teacher Education.
    "Vi borde slopa det här genustänket": En kvalitativ studie om hur könsföreställningar påverkar pedagogernas bemötande av barn i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose: To research how conceptions of gender are mirrored in the preschool’s practices and how the preschool teachers treat the children in relation to the conception of gender and age.

    Questions at issue: How do preschool teachers treat children in preschool from a gender perspective? How are values and conceptions about gender expressed in the preschools’ practice?

    Method: Qualitative methods; observation and interview, discourse analysis, hermeneutics

    Main theoretical connections: Social constructivism, feminist poststructuralism, gender system

    We have concluded that preschool teachers treat children in preschool based on the expectations they put on the children. These expectations position children into different categories of “masculine” and “feminine”. Gender is expressed in the practice and affect how children relate to one another as well as how the preschool teachers relate to the children depending on their age. We have also been able to see a difference in how children are treated in relation to age. What has been made visible through our observations is that preschool teachers’ treat younger children according to concepts that strengthens the categorization of children. This was accomplished through the emphasis on gender descriptions of people and objects, which positioned children in these categories. This can be interpreted as preschool teachers’ gender categorizations was consolidated through language which is of importance regarding current expectations and values within these groups. Children thus learn to adapt to the different roles they are in preschool, which will later be interpreted as a part of that person's individual character. Teachers in the older children’s group focused rarely or not at all on consolidating concepts but confirmed and thus strengthened the standards that children were already aware of and practiced. This was done by the teachers that among other things tended to keep the children’s groups, which was based on notions that the children are acting by character and not by gender.

  • 148.
    Blixt, Linda
    Södertörn University, Teacher Education.
    "Med bilden i fokus": Elevers uppfattning om skrivprocessen då den ritade bilden verkar som förberedelse för skrivande.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    It is usually said that "A picture is worth a thousand words". It is then interesting to look into how students perceive their own writing process when they use drawing as an pre-writing strategy. Previous research have shown that drawings help young pupils in the beginning of their writing development.

    The study is a phenomenographic study and are built on interviews and observation as method. The aim of this study is to investigate pupils perception of using drawings as a pre-writing strategy for writing. The following questions where formulated:

    • How do the students experience the drawing as a preparation for writing their narrative text?

    • How do the students perceive their own writing process?

    • What is the students perception of the drawing as a possible support during the      writing process?

    • How do the students perceive the drawing as support during their own writing process?

    This study is based on interviews with four pre-school students in second grade. The result in the study shows that the students are positive to use drawing as preparation for writing. It also shows that the students had different perceptions about how the drawing was as a support for writing. The drawing was perceived as a support for the working memory, a support to describe details form the drawing in the text and make structure in the text. The result also shows that the student´s perception of the drawing as a support of writing are connected to the student's perception of their own writing process.

  • 149.
    Block, Nils
    et al.
    Södertörn University, Teacher Education.
    Svensson, Emilio
    Södertörn University, Teacher Education.
    ”… Dom vuxna är lite mer vuxna”: En fokusgruppsstudie om hur barn ser på sitt eget inflytande i fritidshemmet.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att undersöka hur barn ser och beskriver sitt eget inflytande på fritidshemmet. Studien genomförs på ett fritidshem med sju barn från årskurs fyra och fem som vi träffade vid tre olika tillfällen för att genomföra fokusgruppsamtal med. Vi har så långt som möjligt jobbat för att framhäva barns perspektiv. Utifrån Arnstains stegmodell om inflytande hämtad ut Pia Björklids bok Drömmen om Elin analyserar vi barnens berättelser. Vi har kommit fram till att barnens inflytande på fritidshemmet oftast är i form av att vara konsulter till lärarna. Barnen ger alternativ till lärarna som väljer vad de tycker är rimligt eller inte. Eller att lärarna ger barnen färdiga alternativ att välja på.

  • 150.
    Blom, Annika
    Södertörn University, Teacher Education.
    Ibland slår han mig...: men du får inte säga något!2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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