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  • 1.
    Abrahamsson, Julia
    University of Skövde, School of Humanities and Informatics.
    Barns språkutveckling: En kvalitativ studie om barns språkutveckling vid samlingar i förskolan2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essay is to examine how children’s language is supported and developed at the kindergarten and how it is done in reality. This study has its focus on gatherings. The content of the gatherings is analyzed with the Vygotskij’s theory in mind by interviewing kindergarten teachers and observing gatherings while focusing on the three theoretical expressions involvement, participation and autonomy. The result shows that teacher use the principles of involvement, participation and autonomy by activities like reading, songs etc. The study shows even that kindergarten teachers follow two different models consisting of the Bornholmsmodel and an own model. The main function of a gathering is to involve children into a social society. It shows that gatherings have a mixed status amongst kindergarten teachers because of having different opinions about gathering’s function and relevance for developing children’s language skills. It shows that gatherings using the Bornholmsmodel do have more content than gatherings done by kindergarten teachers with their own model. To examine if this occurs because of the mixed status or because of planning-issues would be a good start to begin with in future research.

  • 2.
    Adamsson, Anna
    et al.
    University of Skövde, School of Humanities and Informatics.
    Svensson, Cecilia
    University of Skövde, School of Humanities and Informatics.
    Kollision eller kommunikation?: En kvalitativ studie om lärares syn på hantering och förebyggande av konflikter2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    A general opinion among teachers in school is that a lot of time is spent on conflict handling. In the study, teachers opinions about conflict and conflict handling will be discussed though the purpose is to study conflict handling in two classrooms. The purpose is also to see what opinions teachers have when it comes to preventing and handling conflicts. The study is built on observations and qualitative interviews with two teachers. The opinion among teachers in this study is that a school without conflicts gives the pupils advantages and is something that the school teaching take benefits from. The interpretation is that the handling of conflicts in school is unavoidable and time is taken from planned education to conflict handling. The result of the study shows that different opinions of pupils benefits from conflict handling. Earlier documented research shows, unlike the result of the study, that conflict handling may give pupils valuable tools to handle social problems they may experience now and in the future. The results even presents conflicts of different type of character, some of them can be constructive and some destructive. Focus of the result in the study is also that the same pupils often end up in conflicts and that there are a common denominator among them. In the study the result is discussed. Subjects that are in focus are the lack of conflict handling in the classroom, why it is relevant to discuss conflicts in the classroom and also that children need a security to be able to handle conflicts. Finally, are the chosen methods of the study discussed.

  • 3.
    Agapuu, Marie
    et al.
    University of Skövde, School of Humanities and Informatics.
    Svensson, Ingrid
    University of Skövde, School of Humanities and Informatics.
    En studie om elevers självkänsla: Elevers utsagor om uppmuntran och stöd i en sjätteklass2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     

    Abstract

     

    Study: Degree project in teacher education, Advanced level, 15hp

    University of Skövde

    Title: A study on students' self-esteem Students' statements on the encouragement and support in a sixth grade

    Number of pages: 26 pages

    Author: Marie Agapuu & Ingrid Svensson

    Tutor: Anna-Stina Ahlrik

    Date: January 2009

     

    Keywords: Self-esteem, encouragement, support

     

     

    A good self-esteem of students will often coincide with good academic performance, but it has also shown that students do not have low self-esteem due to low academic performance. Students' self-esteem is both a complex topic and concepts. We want this study to draw attention and to discuss teachers' efforts to enhance students' self-esteem in school. Encouragement and support of the school adopted in the study contribute to strengthening students' self-esteem. The study examines whether and how nine pupils in a sixth class is that they get encouragement and support of / from their teachers in school subjects and in learning situations. Of the results revealed that some students feel that the teacher encourages them through praise, it may be both written and oral. It further appeared that some students feel the support of teachers by allowing them to practice more on what they think is difficult and some students expressed that they do not receive any encouragement or no aid from their teachers. The results show that students have different difficult to perceive what is aid and what is encouragement from the teacher. The results illustrate the discussion we pupils statements in relation to the concept of self-esteem and our thoughts.

     

     

     

     

     

     

     

     

     

     

     

     

     

  • 4.
    Aghaei, Mary
    University of Skövde, School of Health and Education.
    Skrivutveckling hos andraspråkselever på gymnasiet: En kvalitativ studie om hur lärare i gymnasieskolor arbetar med skrivutveckling hos elever som har svenska som andraspråk2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 5.
    Agmell, Linda
    et al.
    University of Skövde, School of Humanities and Informatics.
    Hallgren, Eva
    University of Skövde, School of Humanities and Informatics.
    Attityder till teoretiskaoch praktiska läxor: En elevstudie i årskurs 82008Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a study about attitudes to theoretical and practical homework. Our interest in the

    subject emerged during our practical teacher training but is also influenced from our own

    VFU "practical teacher training" and our own time in school. All students have different ways

    of learning and as pedagogues we ought to try to individualize the education. We believe a

    practical homework could stimulate the students' different ways of learning. This is both a

    qualitative and a quantitative study. Our study is also experimental because we got three

    groups that did theoretical homework and three groups that, in addition, did a practical

    homework before a test. Both groups are important to our study. Then we examined which

    attitudes the students had to theoretical and practical homework by the means of a

    questionnaire, which measured the students attitudes to practical and theoretical homework.

    The study will be made in eight class. We are well aware that you can not generalize. We also

    compared the test with a test the students did previously, before are study took place. We

    completed the study with an interview with the students teacher in order to ask what she

    considered about the test results and practical homework. And if she believes the practical

    homework affects the result of the test. By this study we try the hypothesis that practical

    homework can stimulate students in their different ways of learning. The study shows that the

    students prefer a variation of both theoretical and practical homework.

  • 6.
    Agélii Hultström, Karin
    et al.
    University of Skövde, School of Humanities and Informatics.
    Zetterström, Ann
    University of Skövde, School of Humanities and Informatics.
    Är skolans mål möjliga att nå för alla?: Hinder och förutsättningar för elevers måluppfyllelse i kärnämnen ur ett lärarperspektiv2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The importance of education and lifelong learning are essential factors to ensure and stimulate economic growth in our country, to secure welfare and counteract polarisation of social classes. During the last five years statistics from the Swedish Board of Education shows a constant number of approximately 10 % of the students in year 9 who have not qualified for upper secondary education. This is because they have not attained the goals of the syllabus which require a pass in the core subjects of Swedish, mathematics and English. This fact is the reason for our investigation in which we illustrate teachers’ assertions and lines of arguments concerning impediments and preconditions for attaining the goals of the core subjects.

    In this qualitative study we have used interviews as our main approach. We have interviewed six teachers at five different schools in a medium size municipality in the south-west of Sweden. The study is divided into three levels, organization, group and individual level. On the organization level the key issues are school policy, school administration and the steering documents of the school. On the group level the key issues are the class/group and the working team and on the individual level the study focuses on the individual pupil/student and the individual teacher.

    The result indicates that the teachers’ lines of arguments were focused on his/her own role of importance for the pupils’/students’ attainments of the goals. Furthermore it appeared that the steering documents play an important part because they can be interpreted in many ways. Other factors shown in the study are that pupils/students are not motivated enough to do schoolwork and thereby reach the goals. There are pupils/students who are less talented and others who have a different cultural background and get enrolled in the Swedish school system late. They might therefore have difficulties attaining the goals. Thus our conclusion is; no it is not possible for every pupil/student to attain the goals of school!

    We use both the words pupil and student because we sometimes mean the younger children (pupils) but also the older ones (students).

  • 7.
    Ahlberg, Maria
    et al.
    University of Skövde, School of Humanities and Informatics.
    Broborg Karlsson, Madelene
    University of Skövde, School of Humanities and Informatics.
    "Det går i vågor, fram och tillbaks": Sex lärares berättelser om särskilda undervisningsgruppers förändringsprocessIndependent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Swedish school has got students in special educational needs since elementary school was introduced 1842. How the education was designed and performed has been different from time to time. We wanted to take part of the teachers' experiences of special educational groups in a process of change over a thirty-year period, and if this process was propitious for the students in special educational needs. The study is qualitative with narrative research interviews as method. The narrative method aims to interpret and understand the teachers' stories. The result of the process change shows that the special educational groups have not changed during this period of time, according to the teachers, despite the organisational changes that has taken place. But however the approach against the students has changed, which we experience has favoured the students in a positive way.

  • 8.
    Aldenmyr, Sara Irisdotter
    et al.
    Stockholm University, Sweden.
    Jepson Wigg, Ulrika
    Mälardalen University, Sweden.
    Olson, Maria
    University of Skövde, School of Humanities and Informatics.
    Worries and possibilities in active citizenship: Three Swedish educational contexts2012In: Education, Citizenship and Social Justice, ISSN 1746-1979, E-ISSN 1746-1987, Vol. 7, no 3, p. 255-270Article in journal (Refereed)
    Abstract [en]

    This article examines how the concept of active citizenship has been given a neo-liberal character by examining practice in three different educational contexts in Sweden. The concept of active citizenship has become influential in educational policy and practice throughout the European Union. The aim of this article is to highlight concerns at how this concept has come to be re-shaped by neo-liberal principles in Swedish education. The analysis highlights three themes, based on voice, ethical awareness and complexity and mutuality of lived experience, and argues that they provide the basis for a shift away from the present neo-liberal colouring of the concept.

  • 9.
    Alexandersson, Marina
    et al.
    University of Skövde, School of Humanities and Informatics.
    Carlén, Anne-Sofie
    University of Skövde, School of Humanities and Informatics.
    Arbetslaget tar mark: En studie av förändringsarbetes komplexitet2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    During our previous study entitled ”Development or complication? An interactive study of a developing project in a upper secondary school.” (Alexandersson & Carlén, 2007) we noticed the complexity of developing projects. Along with the teachers and school management we decided to follow up their developing project in this study of deeper character. The purpose of the study was to understand what happens in a team work practice related to a developing project focusing on critical aspects that can appear in such a process

     

    Our empirical approach was hermeneutic and our method was action research. We used reflexive interviews which are open and offer flexibility during the interviews. Interpreting and reflection characterized our analysis work

     

    The result indicates several different aspects that effects developing project and we have identified three critical aspects which we find particularly important to take into consideration in developing project.

     

    • That the organisation prevents the pedagogical attitude.
    • That management by objectives requires transformed leadership.
    • That co-operation and developing project contributes teachers’ critical reflection and power of their domain.

     

    We establish that a common understanding of the mission throughout the school organisation is necessary in order to implement restructuring that renew teaching format require. Another condition for renewed teaching format is to relinquish tasks to make place for new ones.

  • 10.
    Ali, Awaz
    University of Skövde, School of Health and Education.
    I språkverktyget ingår också digitala verktyg: En kvalitativ studie om digitala verktyg som stöd i läs- och skrivutveckling i förskolan2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this study, based on a socio-cultural perspective on learning, children’s use of different digital tools in the work with their development with reading and writing will be studied. The purpose of this research is to increase the capability to improve the reading and writing education in kindergarten with the help of different digital tools. The ambition is to, with the help of literature studies and practical work, be able to indicate that the children’s progress in the ability to read and write can be improved by introducing digital tools in the practical work in kindergarten. The overall aim of the study is to contribute to changing the children’s as well as the teachers’ approaches towards digital tools in the work with reading and writing development in kindergarten. A qualitative approach has been used with the help of inspiration from hermeneutics and phenomenography. In this research, nine children are interviewed, and thirty-three participatory observations are conducted during the period of one month. The result shows that every child who takes part in the research uses different kinds of digital tools in the work with reading and writing development. The result also shows that the use of digital tools is useful. Some of the opportunities that can be distinguished with the use of these tools are; language development, reading and writing development, development of motor skills, social skills and analytical skills as well as the development of digital skills. The discussion emphasizes the importance of conscious planning based on curricula, where digital tools are being used to complement the traditional education in kindergarten.

  • 11.
    Ali, Bayan
    et al.
    University of Skövde, School of Humanities and Informatics.
    Fällgren, Åsa
    University of Skövde, School of Humanities and Informatics.
    Wennberg, Annelie
    University of Skövde, School of Humanities and Informatics.
    Nationella prov - stöd eller hot?: Några gymnasielärares uppfattning om de nationella provens betydelse2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to analyse the significance of the national assessment in highschool education, including what the teachers express about the new instructions currently coming from the Swedish National Agency of Education, concerning a more central control of grading the national assessments. This study also covers the teachers individual responsibility when it comes to grading the national assessments. The purpose of the national assessment is to secure that grading and the education level in the country is equal. This is a qualitative study useing the method of a group discussion intervju (focusgroup intervju). Five highschool teachers took part in the discussion with questions that had been decided beforehand. The aim with this method is to give space for open discussions and reflections within the group. The result of the study shows that the respondants had been influenced by the tention between the new instructions from the Swedish National Agency of Education and the teachers autonomy. The study also elucidates the tendencies that exists in the country of grading too positive. The respondants expressed that they are affected  by the new instructions and that their final grading is controlled by the results from the assessments.

  • 12.
    Almqvist, Maria
    et al.
    University of Skövde, School of Humanities and Informatics.
    Danielsson, Anna
    University of Skövde, School of Humanities and Informatics.
    Förebyggande arbete mot mobbning: Lärares erfarenhet av styrkor och svagheter i arbetet med metoderna Friends och Mombus2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine how six teachers, who work in two different schools, assess the methods Friends and Mombus in terms of bullying prevention. The Curriculum for elementary school (Lpo 94) emphasizes that it is the employees of schools who carry the main responsibility for preventing bullying among pupils. One of the main results of this study is that teachers, in addition to their work with Friends or Mombus, also need to use alternative methods to prevent bullying. Examples of these alternative methods include “Emotional Intelligence” as well as “friendship massage”. The result section also stresses the importance of anti-bullying teams when it comes to preventing harassments. At present there are no studies which have evaluated the results the Friends and Mombus methods have achieved. Since the methods are used in many schools in Sweden, the lack of evaluations is noteworthy. This study ends with a discussion on the complexity of bullying prevention. Further research is needed to clarify the results of different anti- bullying methods.

  • 13.
    Alnelind, Gunilla
    University of Skövde, School of Health and Education.
    Handledarens roll i arbetsplatsförlagt lärande2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 14.
    Alpsten, Elisabet
    et al.
    University of Skövde, School of Health and Education.
    Ljungberg, Hanna
    University of Skövde, School of Health and Education.
    Förskollärares uppfattningar av musiksamlingens roll i förskolan: En fenomenografisk studie2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 15.
    Andersson , Jessica
    et al.
    University of Skövde, School of Humanities and Informatics.
    Frisén, Anna
    University of Skövde, School of Humanities and Informatics.
    Trygg på skolgården?: En kvalitativ studie om faktorer som skapar trygghet och otrygghet enligt yngre elever.2008Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    According to the steering documents it is the teacher's responsibility to make every student feel safe. The aim is that through interviews with students in grades 2-3 from the focus groups show the factors that can provide security and insecurity in a schoolyard, in order to provide identifying factors that affect students' perception of security and insecurity. We also want to examine whether there are specific areas that constitute potential risk zones for students.

     

    We began by doing a pilot study to test the questions. Subsequently we conducted interviews with students in grades 4-5. We have used a qualitative approach with focus interviews. Five focus interviews with five students at each interview were performed.

     

    Our results show several factors that students either felt created security or insecurity. The factors identified as contributing to security was confirmation from friends, the game creates community, the size of the schoolyard and space for play, access to playmaterial, freedom to choose the activity and the teachers' presence. Factors that contributed to the insecurity was a fight, exclusion, vehicular and teachers' absence. Results also show where there is potential danger zones for students. Finally, the conclusions drawn about how security is tied to social interaction and a categorization of student statements from entirely safe to precarious was made.

     

    In the discussion we reflect on the method chosen. Then discussed the results and the literature in relation to the problems that can arise when working with different students. Although the social interaction positive advantages and disadvantages discussed utanförskapets and the pedagogical implications affecting friend relations and conflict resolution. Finally, suggestions for further research.

  • 16.
    Andersson, Anna
    University of Skövde, School of Health and Education.
    100-tals sidor som Är mer intressanta än det läraren talar om: Några elevers tankar om elevdatorer2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate students' perception of how computers are used in teaching. The question was to see if there are benefits, drawbacks, and if there are areas of change to use computers in teaching. Data Usage is increasing in today's society and in most schools, students get a private student computer use in education. Studies show that data usage will need to be individualized to better help the individual student. The wording of their school says that students should learn IT for their future profession and to better discuss with their consumers / patients. The method used is interviews. Six students in grades three to Health and care program in high school were interviewed. Four interviews were conducted in the study, three individual interviews and group interviews. The results indicate student computer means access to the student when it facilitates the ability to take notes. The computer prevents students in the teaching when it is watched on social media during class, making it difficult to focus on the teacher during the lesson. The computer makes it easier for students to organize their student records in a better way. The possibilities for change focused on improving their notes.

  • 17.
    Andersson, Anna
    et al.
    University of Skövde, School of Humanities and Informatics.
    Lindström Brage, Emelie
    University of Skövde, School of Humanities and Informatics.
    Kärnkraft - en demokratifråga?: En studie om lärares kärnkraftsundervisning och ett rollspel i förhållande till demokratiuppdraget.2011Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The nuclear issue is highly topical after the Fukushima-accident and since the concept

    of democracy is the foundation of the Swedish school, it's pertinent to question how

    different forms of nuclear education is related to the democracy assignment. The

    purpose of this study was to examine how some teachers describe their nuclear

    education in relation to the democratic assignment and to create a roleplay about nuclear

    power using the teachers' thoughts and the democratic engagement. The first part of the

    study is based on interviews with high school teachers in science studies. They

    described their nuclear education and their dictums were analyzed in relation to the

    school's democratic assignment. The interviews revealed, not just factual about nuclear

    education, but also goals that can be linked to the democratic engagement; students

    should be able to argue, participate in public debate and take a position on the nuclear

    issue. Some described the factual knowledge as the primary objective, others as a means

    to achieve other objectives, such as the above. Respondents used different teaching

    methods, most common were traditional theory lessons and discussions. Positive was

    that the teachers pointed out many goals of democratic character, maybe because the

    nuclear issue is a controversial social issue, which may have led to that it's being

    considered a political issue. The study's second part was mainly based on literature and

    advice from experts in role-playing. The results showed that the role play, in theory,

    may develop important democratic skills and knowledge in students.

  • 18.
    Andersson, Ann-Louise
    et al.
    University of Skövde, School of Humanities and Informatics.
    Andersson, Marica
    University of Skövde, School of Humanities and Informatics.
    "Se mig, för här är jag": Lärares resonemang kring innebörden av begreppet individanpassad undervisning i skolår 12009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Curriculum for the Compulsory School System, the Pre-School Class and the Leisure-time Centre (Lpo 94) is clear in its definition that individualized tuition shall be applied in the school and that the tuition shall come from the individual pupil’s needs. Since research emphasizes that the definition and meaning of the term needs is not clear we found it interesting to research how teachers define the meaning of the term individualized tuition in school year 1 with special focus on the aspect of pupils’ needs. In order to study active teachers’ reasoning and dictums regarding this we chose a qualitative method with interviews as aid to gather data. The collected material has been analyzed and subsequently discussed with reference to research within the area. The result shows that individualized tuition is regarded as a question of conditions. The identification of individual pupils’ needs is what is perceived to be the basis of how the education should be individualized. The difficulty lies in that it is not always easy to identify the needs. The result showed that the possibility to individualize bases itself in the access of resources and the school subject’s nature. The result also show that age integrated classes is an advantage considering the access of resources, since cooperation between coworkers makes it easier to enable individualized tuition.

  • 19.
    Andersson Bustad, Susanne
    University of Skövde, School of Humanities and Informatics.
    Magiska ögonblick och förlorade möjligheter: En studie i möjligheterna att lära med utgångspunkt i elevernas förkunskaper, svårigheter med lärandeobjektet och variationen i det erbjudna lärandet.2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is based on an interest in trying to understand what is needed to ensure that students actually learn in a learning object, in this study equations. Algebra is an area of mathematics in several studies proved to be a stumbling block for many students. Using letters in mathematis is difficult for most students according to research reports and it is also consistent with my own experince as a teacher. The purpose of this study was to seek answers to what in the lesson content and also during the interview that allowed the students to learn more about the learning object. Based on students' prior knowledge and the difficulties students might have with the learning object and the offer of learning, I try to get an answer to what might have contribut the students to developed knowledge of the learning object. This qualitative study is based on a variation theory perspective. The two students who participated in the study attended the same class in high school. By using the theory of variation patterns, it made it possible for me to describe how students learn new things about the learning object, equations. To gain insight into how the students solved the data and developed new knowledge, I had the lesson content and their statements in the interviews to help me understand the difficulties in solving the equtionatask and what in the lessons that have contributed to new knowledge. The results show that pupils' understanding and difficulties in learning objects are relevant to how they can perceive, discern and assimilate new knowledge. One student was able to experience learning from their prior knowledge and assimilate what he had to develop in the variety in the offer of learning. The offered learning did not give the second student the same opportunity. The results indicates that the knowledge of students' prior knowledge, the difficulties the learning object can create and students' own narrative, I argue on the basis of the study'sresults, it is important knowledge for every teacher to be aware of befor the presentation of the lesson if it will give every student opportunities to learn.

  • 20.
    Andersson, Caroline
    et al.
    University of Skövde, School of Humanities and Informatics.
    Bergström, Helena
    University of Skövde, School of Humanities and Informatics.
    Samlingens funktion och innebörd i förskolan: En kvalitativ studie ur ett lärarperspektiv2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study aims to give deeper knowledge about the circle time in preschool. The studys starting point is teachers understandings about the function of circle time in preschool and what meaning it has for them. The questions of issue in the study are: What function does the circle time have in preschool? and What meaning have the circle time for teachers?To find out more about teachers' understanding about the circle time, a qualitative method with the interview technique was used. Six teachers with various educations from two preschools was asked to participate, choice of preschools and teachers is based on convenience. The result of the study is that the circle time has two meanings, partly as a phenomenon, partly as a working method. Circle time as a phenomenon shows that the teachers describe the circle time as “something” with focus on the content, for example that the circle time has a social function where the group is strengthen. The result shows that the circle time is a working method that teachers use to widen their view on the circle time and to get knowledge about the children that participate. The circle time gives teachers opportunity to afterwards consider their role and the activity itself.

  • 21.
    Andersson, Elin
    et al.
    University of Skövde, School of Humanities and Informatics.
    Hansson, Malin
    University of Skövde, School of Humanities and Informatics.
    Taktil massage i förskolan: Metodens effekter ur ett pedagogiskt perspektiv2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose of the study was to investigate teachers' intentions with the use of tactile massage as educational emphasis in early childhood education, with the goal to identify and describe different conceptions as to the effects of using tactile massage in early childhood education from an educator's perspective.

    The study has a phenomenographic approach, an approach that implies that the researcher investigates people's perceptions and variations of a phenomenon. Data collection consisted of interviews with six teachers who used or use tactile massage in early childhood education.

    The result of the study shows that the teachers’ intentions to use tactile massage can be traced to the social, physical, psychological and cognitive effects. Effects that respondents perceive the use of tactile massage.   

    The conclusion reads as follows: that the use of tactile massage causes the teacher who chooses the method tactile massage facing an educational dilemma, which means that the teacher must choose between what is most important, a values perspective or a didactic perspective.

  • 22.
    Andersson, Erik
    University of Skövde, School of Humanities and Informatics.
    Det politiska rummet: villkor för situationspolitisk socialisation i en nätgemenskap av och för ungdomar2012Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim is to analyse the institutional character of, and the on-going communication in, a net community organised by and for young people. This is achieved using terms of conditions for situational political socialisation – a situation in a specific context in which the participants, within the battle between different groups attempting to organise society through interaction and action, adopt political preferences and skills. The thesis builds on agonism, a political theory in which controversy and struggle are viewed as prerequisites for human life that uses language as a political act. The net community, as an institution, contingently depends on political rebirth via action and communication. The use of language creates places that give the institution meaning while at the same time the institution claims the participants and their creation of meaning. Black Heart, the analysed net community, is a quasi-public space for and by young people aged between 14 and 28 years. It is a cultural community where political conversations take place among other kinds of communication. The institutional character of Black Heart and ten politically controversial conversations are analysed, using a case study method that applies web content analysis and computer mediated discourse analysis. There is a strong institutional framework operating in the political text conversations of Black Heart, the participants are governed by the institution and the participants govern each other. The political communication is characterised by revealing and arguing for political interest. To challenge is the dominant category of political action which constitutes political subjects that are offensive, argumentative and polemic. Political communication and the on-going interaction generate an educational situation in which the participants are expected to be content oriented, argumentative, expressive, communicative and polemic.  

  • 23.
    Andersson, Erik
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Producing and consuming the controversial: A social media perspective on political conversations in the social science classroom2016In: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 15, no 1, p. 6-16Article in journal (Refereed)
    Abstract [en]

    Teachers find it difficult to conduct political controversial conversations in the social science classroom and due to an increased use of social media in educational settings new challenges and possibilities are raised. The use of social media causes fundamental changes to the role of the learner who becomes a producer and consumer – a prosumer – of educational content. With a social media perspective and a didactical focus on learning in democracy and political action the article discusses didactical conditions and possibilities of political controversial conversations in social science education and derives a set of didactic strategies. When approaching the classroom as a diverse ideological public space, recognising the students as political agents and using a social media perspective it is possible to balance the function of education – socialisation, qualification and subjectification – and at the same time stimulate societal engagement and political action.

  • 24.
    Andersson, Erik
    University of Skövde, School of Humanities and Informatics.
    Rum och plats i didaktiken: Om VAR-frågan i svensk didaktisk forskning och undervisning – exemplet digitalamedier2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 2, p. 16-27Article in journal (Refereed)
  • 25.
    Andersson, Erik
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Sociala medier och politiskt kontroversiella samtal2015In: Kontroversiella frågor: Om kunskap och politik i samhällsundervisningen / [ed] Carsten Ljunggren, Ingrid Unemar Öst & Tomas Englund, Malmö: Gleerups Utbildning AB, 2015, 1, p. 77-94Chapter in book (Refereed)
    Abstract [sv]

    Kunskap och politik hänger ofta ihop och kan skapa kontroverser i undervisningen. Kontroversiella frågor har inga givna svar, och uppfattningarna om i vilken grad man ska anse en fråga kontroversiell skiljer sig ofta åt. Frågorna har en påtaglig samhällspolitisk relevans, vilket betyder att människor med skilda perspektiv och åsikter står mot varandra – både i samhället och i klassrummet.

    Själva kontroversen handlar alltså om att det finns konkurrerande uppfattningar, inte bara om en frågas kunskapsbaserade svar, utan också om hur den ska värderas och vilken betydelse den ska ha. Vilka frågor som bör hanteras som kontroversiella varierar från tid till annan och från kultur till kultur. I den här boken belyser författarna olika förutsättningar och erfarenheter av att arbeta med kontroversiella frågor i relation till det internationella forskningsfältet controversial issues education.

    En av slutsatserna är att en lärare behöver kvalificerade kunskaper och kunna göra didaktiska överväganden, för att kunna hantera en kontroversiell fråga i undervisningen. Det krävs förmåga att ta hänsyn till de omständigheter som finns i varje skola, och till de kunskaper, värderingar och erfarenheter som eleverna bär med sig.

  • 26.
    Andersson, Erik
    University of Skövde, School of Humanities and Informatics.
    The political voice of young citizens: Educational conditions for political conversation - school and social media2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 1, p. 97-119Article in journal (Refereed)
    Abstract [en]

    Political conversation is a prerequisite for social cohesion in society. Due to digital media, a new educational situation has been shaped that creates different conversational possibilities in which the political conversation can take place. The analysis of two cases, the international students' questionnaire used in the ICCS 2009 and findings from research in a Swedish net community, represents two spaces - school and social media - containing specific educational conditions for political conversation. These two spaces are used to problematize and discuss, in terms of political socialisation, educational conditions for political conversation in school. The Political Voice of Young Citizens is shown to be framed by different conditions depending on where, when, and how the political conversation is institutionally arranged and directed.

  • 27.
    Andersson, Erik
    University of Skövde, School of Humanities and Informatics.
    Värdebasen i Den Tionde Dagen: om normer, praxisteori och värden i lokal skolutveckling2006Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In a local school development project the principles of values and norms are studied. The focus of the study is set on the moral of the collective (norms), the praxis theory (norms and valuations) and the value foundation within the context of a local school development project. The value base is compared to the value discourse in the national curriculum. In a greater perspective the study is about understanding the essence of school development. The ontological and epistemological perspectives make the value objective theory. Values become objects for assimilation and guidance of humans as social beings in the world. The values are found in the intersubjectiv construction, in the social community, where values come to exist. The research is in the areas of pedagogy and philosophy. The main technique used for collecting empirical materials is focus groups.

    Pedagogical and ethical value discourses come in to sight and are expressed by the teachers. The pedagogical values Development, Participation and Autonomy are all of great importance in the practice of teaching. On the one hand the teaching fundament is constituted by the pedagogical values, the duty of teaching. The ethical values Respect, Development, The duty to do the assignment, Freedom and The integrity of the individual, are, on the other hand all units of importance in the construction of a good school. In teaching praxis the ethical values legitimate the things that are going on. In the organization of The Tenth Day the ethical values stand for the duty of educating children. In the context of local school development pedagogical and ethical values show the existing understanding of the national curriculum. In this wholeness teachers’ values in the pedagogical deed and values for the pedagogical deed exist. If those two perspectives are used they will create a teaching praxis that contains the interaction between teachers as well as between teachers and their pupils. This interaction constructs the value base as a whole.

    The theoretical contribution of this study contains a new perspective of approaching school development. They are closely related to the praxis and they also show the underlying values in an organization by defining the central concepts/ideas and using them as tools.

  • 28.
    Andersson, Erik
    et al.
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Öhman, Johan
    School of Humanities, Education and Social Sciences, Örebro University, Örebro, Sweden.
    Young people's conversations about environmental and sustainability issues in social media2017In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, no 4, p. 465-485Article in journal (Refereed)
    Abstract [en]

    Young people’s conversations about environmental and sustainability issues in social media and their educational implications are under-researched. Understanding young people’s meaning-making in social media and the experiences they acquire could help teachers to stage pluralistic and participatory approaches to classroom discussions about the environment and sustainability. The aim of the article is to explore the characteristics of meaning-making in young people’s conversations about environmental and sustainability issue in social media, more precisely in an online community. The study takes a public pedagogy and citizenship-as-practice approach and uses Epistemological Move Analysis. The conversation are shown to be argumentative, sophisticated, elaborative and competitive and create an educational situation in which facts about the world and moral and political values and interests are confronted and argued. The findings raise questions about pluralistic and participatory approaches and the staging of classroom conversations in environmental and sustainability education.

  • 29.
    Andersson, Erika
    et al.
    University of Skövde, School of Humanities and Informatics.
    Rynning, Linda
    University of Skövde, School of Humanities and Informatics.
    Karlsson, Marie
    University of Skövde, School of Humanities and Informatics.
    ”Tjugo olika elever innebär tjugo olika sätt att lära”: en studie om elevinflytande och lärstilar2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna kvalitativa empiriska studie utfördes i grundskolans första år och syftade till att undersöka och jämföra elevers och lärares uppfattningar om elevers inflytande och olika sätt att lära i undervisningen av bokstäver. För att kunna undersöka detta har intervjuer med både elever och lärare använts som datainsamlingsmetod. Studiens resultat visade att elevers och lärares uppfattningar skiljde sig åt när det handlade om elevers olika sätt att lära – lärstilar. Lärarna tyckte att de varierade sig när det handlade om lärstilar men eleverna tyckte inte att denna variation var tillräcklig. Åsikterna om elevernas inflytande över undervisningen stämde däremot överens. Lärarna ansåg att eleverna var för unga för att kunna ta hela ansvaret för sitt lärande och eleverna hade därför inte något större inflytande. Dessa områden behandlas även i diskussionsdelen. Slutsatser som kunde dras under arbetet med studien var att eleverna efterlyste mer kinestetiska inslag i undervisningen och att lärarna behövde blir mer medvetna om elevernas olika lärstilar.

  • 30.
    Andersson, Eva
    et al.
    University of Skövde, School of Humanities and Informatics.
    Landestedt, Lisa
    University of Skövde, School of Humanities and Informatics.
    Skolan som samarbetspartner: En kvantitativ studie om föräldrars tankar kring skolan.2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Everyone has in some extent their own experiences of school; it means that thoughts and attitudes vary depending on who is asked. Awareness, communication and commitment are essential elements for the cooperation between home and school. The school has over time been characterized by different power configurations that contributed to the teachers' authority was granted. Today, school and parents both are responsible for children’s education, therefore it´s pedagogues’ personal characteristics that becomes the authority. The purpose of this study was to investigate how parents of children in grades 1-3 think about the collaboration between home and school. The study is based on parent surveys in three counties in central Sweden. The result shows that parents wants to bee involved in their child's schooling, conversations about school is a priority. The result indicates both similarities and differences based on respondents' gender, age and educational level. The compilation also reveals that schools profiling shines through in respondents' language. The study shows the pedagogues´ difficulties to meet all parents' views, while their opinions must be addressed. Pedagogues’ can´t possibly meet all the parents at the same time, while their views should not be taken for granted.

  • 31.
    Andersson, Joacim
    et al.
    Department of Education, University of Uppsala, Uppsala, Sweden.
    Maivorsdotter, Ninitha
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    The 'body pedagogics' of an elite footballer's career path - analysing Zlatan Ibrahimovic's biography2017In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 22, no 5, p. 502-517Article in journal (Refereed)
    Abstract [en]

    Background: Pedagogical research on career is encouraged to not limit sport learning to athletic skills, coaching effectiveness and coach–athlete relationships, but to also focus on learning in a multidimensional sense in the context of an athlete’s individual and social biography. This article examines an elite athlete’s career path as a body pedagogic phenomenon involving processes of self-transformation in relation to practical, social and embodied environments.

    Purpose: The purpose is to analyse the career path of the elite footballer Zlatan Ibrahimovic by focusing on how different learning environments relate to different embodiments of techniques and skills and how values and norms shape professionalism.

    Theoretical frameworks: A combined framework of body pedagogics and John Dewey’s theory of aesthetic experience is used to understand an elite career path as a learning trajectory involving different self-transformation means. Hence, the elite athlete is viewed as a career climber who creates his own educational pathway and engages in processes of participating, acquiring and becoming.

    Data analysis: A practical epistemology analysis (PEA) with a focus on aesthetic judgements is used to analyse the narrative of Zlatan’s career path as it is portrayed in the biography I Am Zlatan: My Story on and Off the Field. One major theme is identified, namely that Zlatan develops from being a dribbler to a striker. Against this background, Zlatan Ibrahomovic’s self-transformation is scrutinised in relation to three different sub-themes (suburb, arena and team) in three different ways (auto-didactic, education and educator) to create distinct and heterogeneous forms of knowledge in support of professional artistry.

    Results: The analysis offers an elaborated empirical description of how the means and ends of self-transformation develop reciprocally throughout Zlatan’s elite career and how this relates to practical, social and embodied environments. Examples of body pedagogic outcomes are: (1) different commitments to training, team culture and the coach–athlete relationship (social), (2) that Zlatan uses his dribbling skills more purposefully for scoring goals and satisfying the coach (embodied) and (3) that he is able to win different leagues and titles with different teams (practical).

  • 32.
    Andersson, Kajsa-Stina
    et al.
    University of Skövde, School of Humanities and Informatics.
    Karlström, Pernilla
    University of Skövde, School of Humanities and Informatics.
    "Förhoppningsvis når man alla någon gång": - en kvalitativ studie om individanpassad undervisning2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Literature that contains the concept individual tailored education show both positive and negative aspects, regarding this method. With this background, we found it interesting to examine how active teachers, in the compulsory school, express about individual tailored education. In order to study how it is in the reality, we have chosen to use us of a qualitative method, with interviews for collecting of information. The information that was gathered have then been analyzed and described with the aid of theory connection. The result showed that timerelated individualization is the most common type that teachers applies in their education, but the respondents also points out the importens to adapt the education on the basis of each individual, in another word difficultrelated individualization. The respondents maintained also that this work form is to advantage for the pupils who have difficulties, something that distinguish from research within the area. The study also showed another interesting aspect, namely that there were contradictions between teachers and researchers, whether individual tailored education is an illusion or if it is reality. An obstacle that the respondents points out is that the school of today has big classes with only one teacher, which means that it, according to time, can be difficult to organize individual tailored education.

  • 33.
    Andersson, Karin
    University of Skövde, School of Health and Education.
    ”På samma sätt som alla barn, med vänlighet och respekt”: En kvalitativ studie om mångkulturellt arbete i förskolan2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this qualitative study was to analyze, describe and understand the school leaders and teachers’ perceptions about multicultural work in preschool, and their importance to preschool activities. The study was based on sociocultural theory and built on interviews of school leaders and teachers in a multicultural preschool.

    The results of the study showed that the school leaders and teachers expressed that children and parents should be treated with respect regardless of cultural background. The teachers considered themselves important to convey basic values of the curriculum as well as the Swedish language and culture to preschool children and parents. They also expressed their experience of different cultural backgrounds as exciting and rewarding, giving them a deeper knowledge of alternative ways to think and believe. The teachers of the study considered children's language development as the most important content, both in Swedish and in children's first language.

    In the discussion of the study were results compared with theories and previous research. Teacher's complex and multi-faceted work were problematized with questions how the early childhood education could be developed. There were questions in discussion about the inclusion of children of different cultures and first language, questions about values as well as children’s dual cultural affiliation. These issues can contribute to develop early childhood education to a preschool where all children and families' cultural backgrounds are equal, and where all children's languages is included.

  • 34.
    Andersson, Louice
    University of Skövde, School of Humanities and Informatics.
    Sex- och samlevnadsundervisning: En kvalitativ studie om flickors och pojkars uppfattningar om undervisningen i skolår 7-92010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Experience and research of sexual education in school shows that the teaching is not valued as satisfaction by young people. To investigate this statement a study of girls’and boys’ perceptions of content and teaching methods in sexual education in secondary school was conducted. How the teaching should be designed to be meaningful is of interest in the study. The study was conducted with a qualitative approach where the key is to get the different views. To gather the data both questionnaires and group interviews were used. The questionnaires study involved 47 students and group interviews four girls and four boys. The result shows that students believe that sexual education is important and that they had received a good education in secondary school. Common for girls and boys is that they want a varied teaching of both content and teaching methods. It's important that anyone who teaches in the area must have good knowledge. The students also think that the teacher must not be embarrassed and think it's embarrassing when students ask questions. Students in the investigation wants more time for discussions. The study also shows that a large part of teaching is on issues related to sexuality, genital anatomy, STD and contraception. On the other hand is only a bit of time about relationships, which is an area that students are asking for. In order to achieve a meaningful education, from a student perspective, requires that students gain knowledge of what the area contains in order to be able to have influence in teaching. By preliminary information students can be given influence in teaching. It's of great importance that the teacher understands students' questions and what students feel is relevant for them right now.

  • 35.
    Andersson, Maria
    et al.
    University of Skövde, School of Humanities and Informatics.
    Blomqvist, Marie
    University of Skövde, School of Humanities and Informatics.
    Individualisering av barns språkutveckling i förskolans stora barngrupper: pedagogers utsagor om arbetssätt och organisation av verksamheten2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Today, pre-schools are often associated with large children’s groups and the

    personnel are understaffed in relation to the size of the children’s groups. This

    results in, pedagogues feel frustrated that they do not have the time (and

    resources) to provide for every child’s need to support their development,

    which is one of the commissions of the pre-school. The purpose of our study is

    to illustrate a pedagogue reasoning on how to work in order to individualise 3-

    5-year-old children’s language process in relation to the size of the children’s

    groups. The study is based on six qualitative interviews with pedagogues who

    work or have worked with children in the ages of 3 to 5 years old. This method

    is chosen in order to realise how teachers reflect on and act to notice and

    distinguish every child and their language process among the rest of the

    children. The results show that it is often easier to pay attention to every child

    when they are divided into several smaller groups. Another way is to interact

    with the child in ordinary situations in their own level of language

    development. The large group of children can stop their language process when

    it comes to their speech development and possibility of individual time with the

    pedagogues. Documentation helps the teachers to organise the way to work and

    thereby on how to follow every child’s individual language process. Something

    that can be of importance is that it is not always the size of the group that is the

    contributory cause for a pedagogue to take notice to every child and its needs

    but the composition of the group can also be determining.

  • 36.
    Andersson, Maria
    et al.
    University of Skövde, School of Humanities and Informatics.
    Karlsson, Åsa
    University of Skövde, School of Humanities and Informatics.
    Förskoleklassen-lekens mellanrum?: En studie kring den fria lekens plats i förskoleklassen2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The essay is about the free play in preschool classes and how much time the pupils have for free play. The study investigates if the play material and the environment affects the time that is given for free play. The study also describes if the location of the preschool classes, in relation to preschool and school has any importance for the time that is given to the pupils for free play, and which thoughts the teachers in the preschool classes has about free play and its conditions. Observations and interviews were conducted with teachers from three different preschools.

    The results shows that the time given to free play varied between the three preschool classes and that the play material and environment had some importance for the existence of the free play. The preschool classes that are situated in the school buildings are more influenced by the school and their goals, while the preschool classes that lies outside the school buildings are more like preschools. The study also shows that the teacher has a significant part for the free play. In the discussion, we ask the question, if preshool classes should have a curriculum of their own.

  • 37.
    Andersson, Marie
    et al.
    University of Skövde, School of Humanities and Informatics.
    Granath, Petra
    University of Skövde, School of Humanities and Informatics.
    Larm, Veronica
    University of Skövde, School of Humanities and Informatics.
    Lektionen om substantiv: En illustration från tre teoretiska positioner2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    According to the Swedish curriculum, all pupils shall through teaching learn theSwedish language and its structure. With this as a background, we found it interesting toprepare a lecture planning that was to be varied on the basis of three different theoreticalpositions, socialconstructivism, individualconstructivism and behaviourism. Ateachingobject was also chosen. The teaching object that was selected was substantive,both in irregular and regular form, and in singular and plural form. Furthermore, thestudy aims to illustrate the pupils’ knowledge development after carried out teaching.The development was shown through three written tests. The three groups of pupils thattook part in the study were pupils in second grade, second- third grade and third grade.The result of the study shows that the knowledge developments of the pupils have beenaffected by the teaching they have participated in. Something that crossed our mindsthroughout this study was that there are no optimal methods of teaching. Since all pupilsare unique and learn differently, a variation of teaching methods are of big importance.

  • 38.
    Andersson, Svetlana
    et al.
    University of Skövde, School of Humanities and Informatics.
    Elmefeldt, Iréne
    University of Skövde, School of Humanities and Informatics.
    Spår av grundtankar i Vygotskijs teori i gymnasieskolan: En studie om hur Vygotskijs socio-kulturella teoribildning återspeglas i gymnasielärares syn på lärande2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim with the study was that through high teachers’ statements apply for tracks of basic thoughts of Vygotsky’s theory education in their sights on learning. This is to ascertain what criteria teachers assume when they do their didactic choices in the education and how Vygotsky’s basic thoughts are reflected in teachers’ sights on learning.

    Our study bases itself on qualitative interviews where four teachers from two high schools were participated. After the transcription, the analysis was done on the basis of the four aspects that characterize the socio-cultural perspective according to Vygotsky’s theory of education: the social, the mediated, the situated and the creative aspects. We chose to use the hermeneutic method for analyze of our result where we used relevant research in order to strengthen our interpretation of teachers’ statements.

    In the study the teachers expressed that interaction and dialogue are important elements in the education. We also have found tracks from the mediated aspects there teachers as a mediator has an active role, but that they at the same time recommend a traditional education.

    Our conclusion is that teachers are not based their learning on some specific scientific theory. We however have interpreted that the teachers when they choose a method, prefer to reflect over how students are getting knowledge instead of what students shall learn and develop. That sight on learning as we possibly can discern on the basis of teachers’ statements is a mixture of different theories that has been influenced by Vygotsky’s theory of education.

  • 39.
    Andersson, Therese
    et al.
    University of Skövde, School of Humanities and Informatics.
    Aspenbäck, Sandra
    University of Skövde, School of Humanities and Informatics.
    Förskolerummets pedagogiska dilemma: Pedagogernas syn på miljöns och materialets betydelse.2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study was to examine how teachers at the preschool was thinking about the environment and the material's impact on children's development and learning. We also wanted to found out how the indoor environment of the departments is structured, whether they are traditional, they look like the home or if they are inspiring for children to experiment and explore the environment. We also looked at how the material is used and how it is placed and if the children have access to it. We have assumed the socio-cultural perspective in the study, which says that it is the teacher who organizes the environment around the kids and the kids are taking the help of their environment to learn and develop. Our empirical gathering of the materials were developed through interviews and observations. The teachers we interviewed were from different departments. The observations were made by walking around and looking at the environment and we also took photographs of what we wanted to examine extra. The result showed that most preschool teachers thought the environments significance. The traditional environment was found in the kindergarten but with attempts to change it. The material would be visible to the children besides the "dirty and messy."

  • 40.
    Andersson, Therese
    et al.
    University of Skövde, School of Humanities and Informatics.
    Lindblom, Veronica
    University of Skövde, School of Humanities and Informatics.
    Skönlitteraturens möjligheter i undervisningen: en studie om sex lärares uppfattningar om skönlitteratur som läromedel i skolans tidigare år2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The background to our study is our common interest in fiction and our curiosity of how it is being used in school at present. The aim of the study was to find out if and how teachers in the earlier years of school, use fiction in their teaching. We have found how some teachers think about their teaching where fiction is an element and in what purpose fiction are used. By doing qualitative interviews with six active teachers we got a material that we analysed. In the result we found that the teachers were well aware of the possibilities fiction gives, not just in the subject Swedish but in all subjects in school. The main purpose of using fiction in school was to entertain but we found that the teachers also used it to teach their pupils how to read, to increase their knowledge and to give them inspiration. The conclusion is that fiction is used a lot in school today, in many different ways and with different intentions. We found that fiction has the ability to stimulate children’s imagination and make them experience and explore other worlds and cultures without even leaving the classroom. As a result we can establish that fiction is more than just a book!

  • 41.
    Andersén, Annelie
    Högskolan i Jönköping, HLK, Livslångt lärande/Encell.
    Att röja väg till den öppna högskolan2009In: Folkhögskolans praktiker i förändring / [ed] Bernt Gustavsson, Gunnel Andersdotter, Lena Sjöman, Lund: Studentlitteratur AB, 2009, 1, p. 201-223Chapter in book (Other academic)
  • 42.
    Andersén, Annelie
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Den nya yrkeslärarutbildningen - Utkomster i form av yrkeskompetens2013In: Utbildning och Lärande, ISSN 2001-4554, Vol. 7, no 1, p. 88-101Article in journal (Refereed)
    Abstract [en]

    This article describes and discusses a group of newly trained vocational teachers' experiences of outcomes of their teacher education in terms of professional skills. Seven students participated in focus group discussions concering one of the professional teacher training national objectives. The results show that the newly trained vocational teachers acquired a new vision of the teaching profession and that they have strengthened both their professional identity and their self confidence. They have new, broader and more improved tools to use in teaching. and they see the importance of having a vocational teacher education. Skills that are considered important in new vocational teachers' profession are for example to able to see the individual students and reach out o them with a message, and to make just assessment and set fair grades. 

  • 43.
    Andersén, Annelie
    Högskolan i Jönköping, HLK, Livslångt lärande/Encell.
    Ett särskilt perspektiv på högre studier?: Folkhögskoledeltagares sociala representationer om högskola och universitet2011Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The thesis aims to investigate folk high school participants’ social representations of university. According to the theory of social representa­tions, folk high school participants’ social representations of university are created socially and change depending on their experiences of university. The thesis also aims to investigate the origins of these social representations and how they have developed over time, as well as whether and how these rep­resent­ations have been affected by other social representa­tions, such as those of the distinctive character of folk high school. In order to identify folk high schools participants’ social identities and social rep­resenta­tions, I have made use of empirical data collected through free associa­tions and interviews with folk high school participants and former folk high school participants. To discover the origin of the representations and how they developed over time, I conducted a document study of an important folk high school teacher magazine. The results show that throughout the history of folk high schools, the institution has remained true to two basic ideas. These two fundamental ideas explain why different social identities and different representa­tions exist among the participants. The idea of folk high school as something different and special, leads to representations of folk high school as an alternative to other forms of education and to representations of university as some­­thing unlike folk high school. The second idea – that folk high school must adapt to the surrounding community – leads to representations of folk high school as a second chance and social representations of university as a goal.

  • 44.
    Andersén, Annelie
    University of Skövde, School of Humanities and Informatics.
    Folkhögskolans många ansikten i de högskoleförberedande kurserna2012In: Årsbok om folkbildning: Forskning & utveckling 2011 / [ed] Stellan Boozon, Krister Hansson, Maj-Britt Imnander, Ants Viirman, Stockholm: Föreningen för folkbildningsforskning , 2012, p. 108-119Chapter in book (Refereed)
  • 45.
    Andersén, Annelie
    Encell - National Centre for Lifelong Learning, School of Education and Communication, Jönköping University.
    Social Representations and Social Identity in Swedish Folk High Schools: an application of Duveen and Lloyd2010In: Papers on Social Representations, ISSN 1021-5573, E-ISSN 1819-3978, Vol. 19, no 1, p. 10.1-10.14Article in journal (Refereed)
    Abstract [en]

    This article extends Duveen's work on social representations and social gender identity by discussing how it can be applied to the context of Swedish folk high school participants' social representations of folk high school and university, then examines the influence of these representations on participants' desires and ambitions to progress to university.  Adopting Duveen's framework to analyze several previous data regarding folk high schools (i.e., a document study of folk high school teachers' magazines, an association study on folk high school participants, and interviews with folk high school participants), I seek to illustrate in this article how most premises concerning the formation of children's social identity (as described by Duveen) also hold for adults entering a new social context.

  • 46.
    Andersén, Annelie
    Högskolan i Jönköping, HLK, Livslångt lärande/Encell.
    Swedish folk high school as a second chance to attain acess to university2011In: NCEE 2011, 2011Conference paper (Refereed)
    Abstract [en]

    Folk high schools are part of popular, or liberal adult education in Sweden. By participating in the general course at a folk high school, students who have failed to meet the requirements necessary for continued study at university level have a second chance to fulfil such requirements. This paper describes different approaches of Swedish folk high schools with regard to preparing their participants for university studies. The paper also discusses how these different ways of working affect how participants perceive university studies and how these perceptions affect their choices of whether or not to continue on to university after completion of their folk high school education. Based on empirical data collected through free associations, interviews with then-current and former folk high school participants, articles from a leading folk high school teacher magazine, and material found on the folk high schools’ homepages, the results show that throughout the history of the Swedish folk high school, this institution has remained true to two basic ideas: the idea of differentiation and the idea of adaptation.

    The results also show that folk high schools work in different ways with regard to widening participation, depending on which of these two ideas they tend to focus on most. The prevalence of these two fundamental ideas explains why different social identities and different representations exist among the participants. The idea of folk high school as something different and special leads to representations of folk high school as an alternative to other forms of education and to representations of university as something difficult and different than folk high school. The second idea – that folk high school must adapt to the surrounding community – leads to representations of folk high school as a second chance and of university as a goal.

  • 47.
    Andersén, Annelie
    Högskolan i Jönköping, HLK, Livslångt lärande/Encell.
    When 'they' become 'us'2010Conference paper (Refereed)
    Abstract [en]

    This paper elaborates on how representations changes when social identity does. Social representations are not static, representations can change over time, together with the identity. Social identity is not only based on how members of a group represent themselves, but also how the group is represented by others. It is also a representation of ‘we’ as something that is not ‘them’. In my research, I found out that the perception of ‘us’ as folk high school participants is instrumental in the formation of ‘they’, involving, among others, university students. Social representations of university among folk high school participants are often formed by second-hand and reproduced experiences, as participants themselves have not yet studied at university. Most of them have neither visited a university, or know any current or former university students. The folk high school identity is only the object of association during a very short period in a person’s life, for only one or a couple of years, which means that a change of education also leads to a rapid change between identities, i.e. what was previously referred to as ‘they’, becomes ‘us’. However, the key question addressed in this paper is what happens then?

    This study includes an association study with one hundred participants taking the folk high school general course. In this study, I asked the participants about their associations regarding the words folk high school and university. Five years after the participants from the first association study finished folk high school I called them up and asked them again about their associations regarding the terms folk high school and university. Here I found out that the participants who had continued to university studies, in contrast to the result of the earlier study,  do not represent university as a (final) goal. The other two representations who was common among the folk high school participants – university as a (final) step in a stairway and university as not being folk high school – still occur, but in a quiet different form.

  • 48.
    Andersén, Annelie
    Högskolan i Jönköping, HLK, Livslångt lärande/Encell.
    When they becomes us: Att byta identitet från folkhögskoledeltagare till universitetsstudent2010Conference paper (Other academic)
  • 49.
    Angrimer, Therese
    University of Skövde, School of Health and Education.
    Att ha ett mål: En av framgångsfaktorerna för att eleven ska lyckas med yrkesutbildning inom vård- och omsorgsprogrammet2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 50.
    Ankarlund, Maria
    University of Skövde, School of Health and Education.
    Inkludering i skolverksamhet: En analys om en grupp pedagogers uppfattning om en inkluderande skolverksamhet2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Inclusion is a term that can suggest the individual's community with other people, a community based on perceived reciprocity and participation. Included may also indicate that someone or something is included in a context, for example, that the student is included in the group or the VAT is included in the price. Depending on the context used, the meaning becomes different. In Swedish schools all children should be offered education and stimulated to lifelong learning. Educators and the school principal in schools are responsible for children as well as young people's education. Research shows that inclusion is a complex issue in Swedish school arenas, and the complexity is partly based on how educators experience disabilities and partly by how priorities are made by the principal. Priorities on budget, education and time for discussion between educators affect the outcome of the inclusive school activities. The purpose of this study was to increase understanding of a group of educators' perception of inclusion with a view to creating a deeper understanding of inclusive school activities. In order to achieve this purpose, research questions were formulated about the importance that a group of educators attributed to the concept of inclusion and inclusive activities, how educators relate to the commitment to work with inclusion in their different roles and the importance of that educators attribute to the teaching strategies they use in their daily activities. To answer the study's questiona, three group interviews were conducted with educators working in an inclusive school. At two of the interviews, with open questions, the respondents were two in number and at the third they were three. The data has been analysed using the theoretical framework of this study focusing on inclusion in Swedish school. The data deal with issues of what is considered a disability, the pedagogues´ teaching strategies in groups with students with disabilities as well as in terms of a school's organisational learning. The results of the study show that the principal has a crucial role in the design of the school activities in the creation of a common understanding of inclusive school activities. In addition, the result shows that the educator's and the school leadership's perception of human rights and of disabilities can affect to varying degrees student learning in inclusive school activities. Finally, the result shows that the school leadership in turn is influenced by political decisions and policy documents in how an inclusive school activity can be designed and implemented.

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