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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.
    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
  • 3.
    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
  • 4.
    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
  • 5.
    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.

  • 6.
    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.

  • 7.
    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.  

  • 8.
    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.

  • 9.
    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.

  • 10.
    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.

  • 11.
    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.

  • 12.
    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."

  • 13.
    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)
  • 14.
    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. 

  • 15.
    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.

  • 16.
    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.

  • 17.
    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.

  • 18.
    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.

  • 19.
    Andersén, Annelie
    Högskolan i Jönköping, HLK, Livslångt lärande/Encell.
    When they becomes us: Att byta identitet från folkhögskoledeltagare till universitetsstudent2010Conference paper (Other academic)
  • 20.
    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
  • 21.
    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.

  • 22.
    Atif, Yacine
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Chou, Chien
    Institute of Education, National Chiao Tung University, Taiwan.
    Digital Citizenship: Innovations in Education, Practice, and Pedagogy2018In: Educational Technology & Society, ISSN 1176-3647, E-ISSN 1436-4522, Vol. 21, no 1, p. 3p. 152-154Article in journal (Refereed)
    Abstract [en]

    There are still disparities in technology-access despite economic pressures and widespread promises to overcome them. The induced digital gap defines the degree of digital citizenship for which, unified policies have yet to be drawn at various educational levels to reduce that gap. The quest for a broad participation to develop digital citizenship competencies needs further investigations into innovative educational approaches, pedagogical methods, and routine practices that foster digital literacy, and narrows the digital divide. This special issue accumulates original theoretical and empirical research contributions across contemporary digital citizenship perspectives. The final selection of the papers explores digital citizenship concepts such as ethics, digital literacy and participation, in various contexts to develop opportunities for a wider engagement in social actions. The international perspectives of contributing authors shed lights on digital citizenship prospects across unique contexts among different nations. 

  • 23.
    Bejdén, Malin
    University of Skövde, School of Health and Education.
    Digital loggbok under apl: ett verktyg för elevens lärande?2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 24.
    Bengtsson, Nilla
    University of Skövde, School of Health and Education.
    Gymnasiearbetet: Handleder yrkeslärarna eleverna?2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 25.
    Bjurén, Annie
    et al.
    University of Skövde, School of Humanities and Informatics.
    Hallner, Björn
    University of Skövde, School of Humanities and Informatics.
    Hållbar utveckling i ämnet biologi: En kvalitativ studie om hur grundskolelärare i årskurs 4-6 arbetar med hållbar utveckling.2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is based on teacher’s interpretation of sustainable development in biology. The aim is to examine the grounds on which teachers choose methods and subject content. The teachers who were interviewed operate in grades 4-6. The interviews are semi-structured, which means that the themes were ordinated on a given interview guide, the questions are not posed by any predetermined order. The teachers who are included in the study are competent in biology, and the selection process is based on a convenience sample. The teachers got as advance information the purpose of the study. The results of the study show three different types of teachers with different approaches to sustainable development. The three approaches are: Sustainable development in everyday life, sustainable development from a global perspective as well as attitudes and values of sustainable development. Another category was added after further work with the results and that is the common part, it appears that discussion, awareness and the current debate on sustainable development are key components. The discussion highlights including how sustainable development involves the community and the teachers in the study adopts an educational approach to the area. The discussion also reveals the abilities that are important in the process of sustainable development. The study shows that the teachers provide and enable knowledge as a tool for students to have necessary skills to function in society for sustainable development. It is knowledge of pupils' individual ability to function in society in our common reference framework. Students practice and develop their ability to understand the consequences of different choices and lifestyles.

  • 26.
    Björserud, Elin
    University of Skövde, School of Humanities and Informatics.
    Lärares uppfattningar av individanpassad undervisning2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    According to the curriculum (Lgr11) and Education Act (SFS 2010:800) is the teacher's assignment to individualize their education. These policy documents are clearer about the individualized education than previous policy documents have been. My experience was that this wasn´t done fully as it should. With this as background, I wanted to investigate teachers' understanding of individualized education. This made my purpose to examine and study the teachers' different conceptions of individualized education. This, I chose to do through a qualitative approach to interview data collection techniques. The study was based on phenomenography. The study has four active teachers interviewed. The results showed two different conceptions of individualized education: Individually tailored teaching as a general principles of teaching and individualized education as a utopia. What became clear in the results is that the category Individually tailored teaching as a general principle of teaching is the category most frequently occurring in the empirical material. The teachers expressed that they use a lot of individualized education as a general principle of teaching. Before the study, I assumed that teachers in the greater would see the personalized education as a utopia, as something they wanted to work with, but felt they had time, resources or opportunities. When analyzing the relationship between the different positions, was it clear that the category Individually tailored teaching as a general principle of teaching can be seen in a student perspective as more developed than the category Individually tailored teaching as a utopia.

  • 27.
    Brandt Heedman, Ulrik
    et al.
    University of Skövde, School of Humanities and Informatics.
    Leijon, Erika
    University of Skövde, School of Humanities and Informatics.
    "Det är dubbelt så kul som svenska och alla andra ämnen": Elevers förhållningssätt till matematikundervisning i relation till läroplanen2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the autumn of 2011 the Swedish Government decided to make an investment in mathematics in schools, due to declining student performance, as seen from an international perspective. The investment focused on, for example, more hours of instruction in class, and competence development for teachers. With this investment in mind, we have chosen to study the question of why pupil performance becomes worse, from the pupils' perspective. For example, do they find the teaching of mathematics meaningful?

    The study aims to explore the attitudes of pupils in fourth grade towards mathematics teaching and its relevance in their daily lives. Furthermore, the study aims to compare these attitudes with the mission expressed regarding the subject of mathematics and mathematics teaching in the curriculum. Because of the new curriculum, we have chosen to compare the aim of mathematics teaching with the pupils’ responses. The data collection was done through group interviews and the analysis was done using qualitative content analysis. To support our analysis we have used three concepts: perceptions, experience and meaningfulness.

    The result shows that pupils perceive mathematics as something very positive. They can also see meaningfulness in mathematics, but mostly as a knowledge that will be used in the future. The pupils get experience in mathematics through their own work in a book, or through work in pairs. The result also shows that pupils' perceptions highly correspond with the aims of the mathematics teaching in the curriculum. Finally, we discuss the result supported by our theoretical concepts. For example, we discuss why the pupils' positive view of mathematics changes during the time they go to school. We also discuss how students come to the conclusion that mathematics is important in the future.

  • 28.
    Bylander, Sofia
    et al.
    University of Skövde, School of Humanities and Informatics.
    Gradh, Sofia
    University of Skövde, School of Humanities and Informatics.
    ”Jag behöver inte lite mer hjälp”: Förskollärares intentioner och agerande i bemötandet av barn i tamburen ur genusperspektiv2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Preschool, as an institution, has a big responsibility to counteract traditional gender role behavior. According to preschools curriculum, Lpfö 98/2010, girls and boys are suppose to always have the same opportunities and preschool is not allowed to have a stereotyped view of gender role when treating children. This study is interesting because it illustrates intentions and actions when children and preschool teachers interact in the hallway. The purpose of this study was to research about preschool teacher’s intentions and actions when in treatment with boys and girls in the hallway, through a gender perspective. The following questions were tied to this study: Which intentions do preschool teachers have regarding interplay with children? What kind of actions can be distinguished in the interplay between preschool teachers and boys or girls?

    This is a qualitative study. We made video observations to get an understanding of how preschool teachers interact and treat boys and girls in the hallway. Then we interviewed preschool teachers, one at a time, to find out their intentions and expectations regarding the situation in the hallway and the interaction with boys and girls, among other things. The result of this study shows than differences regarding interactions and treatment with boys and girls is not apparent. The result rather shows that aspects like – To develop independence, individual ability, individual care, verbal and nonverbal communication and also bringing up the child as an individual is of importance when looking at how interaction and treatment is expressed in the hallway. How these aspects affect the situation in the hallway and what kind of conditions and possibilities the children gets is reflected by us in the discussion of the result.

  • 29.
    Bylow, Helene
    University of Skövde, School of Health and Education.
    Utbildningsmetoder i hjärt-lungräddning och upplevelser i mötet med hjärt-lungräddningens praktik2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose statement is which the most effective educational method is for cardiopulmonary resuscitation; instructor-led versus film-based and what happens in the gap between education and an event of cardiac arrest in society. The aim was to investigate knowledge of which educational method contributes to the intended skills, ability to act and willingness to start a life-saving action. The aim was also to increase understanding by identifying tension fields of experiences in the cardiopulmonary resuscitation practice.

    The study is highlighted by a learning theory influenced by pragmatism and philosopher Dewey, as well as a holistic hermeneutical perspective through the philosopher Gadamer. A combined design with quantitative and qualitative method has been used. Data collection has been done through surveys, quality measurements on cardiopulmonary resuscitation and interviews. A critical hermeneutic according to Ricoeur has supported interpretation of data.

    The quantitative result shows no significant difference in total points of theoretical knowledge, ability to act or willingness to start cardiopulmonary resuscitation between the education methods. A significant difference (p<0.05) has been demonstrated for practical knowledge, where the film-based education showed higher total score than the instructor-led education over time. The result of the qualitative interpretation has identified five overall tension fields in both experiencing and lacking experience, 1) knowledge of, skills in and understanding of, 2) learning, 3) ability to act, 4) responsibility and humanity, 5) and willingness to start a life-saving effort in cardiopulmonary resuscitation practice. The result contributes to increased knowledge of cardiovascular rescue practice, valuable for future education and further research.

  • 30.
    Bystedt, Kenneth
    University of Skövde, School of Health and Education.
    Simma mot vågorna: Vilka uppfattningar om och erfarenheter av momentet simning bär nyanlända elever med sig i mötet med det svenska skolsystemet?2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    "Man is the only creature that in some interesting and developed sense educate their offspring." (Säljö, 2015, p. 11). From an existential point of view, the question why is easy to answer. Human beings´ survival in the present and their offspring's life chances and survival in the future increases by education. In Sweden, the ability to swim and knowledge about swimming have been given a great cultural value both in primary socialization (education by the family, relatives and friends) as well as in secondary socialization (curriculum-driven education in school).In more recent years, many people have migrated to Sweden, to escape war and persecution in their home countries. In school, it becomes evident that many children and adolescents who have recently migrated to Sweden cannot swim. In the learning outcomes for grade 6 and grade 9 in physical education, it states clearly that: "Students can also swim 200 meters with 50 meters in the supine position" (Skolverket, 2011, pp. 51-54). The student must be able to fulfil this requirement in order to at least achieve the grade E in physical education. An important issue is then to understand the kinds of experiences with swimming and more in general their confidence with water that these children and adolescents carry from their countries of origin. The aim of this study is to develop teachers professional skills by gaining knowledge and understanding of young migrants prior understanding of swimming and what adjustments need to be made for students to meet proficiency requirements to fulfil the learning outcomes concerning swimming in the Swedish school system for year 6 and year 9.Undertaken was a mixed design study were initially a explorative survey of perceptions and experiences in swimming and later follow-up qualitative research interviews with newly migrated adolescents, aged 12-16 years. Finally, qualitative research interviews were conducted with expert adults working in Swedish schools and sharing the migrants´ cultural background. Qualitative data was analysed using a categorical content analysis. The statistical data from the survey was triangulated against the adolescent informants´ and the adult informants´ stories. The results show lack of aquatic experience both in primary and secondary socialization; a pronounced effect of socio-economic status; tradition combined with religious traits can also be inhibiting factors for swimming ability, especially by gender. Results are important for teachers educating migrants in physical education and adapting learning situations. 

  • 31.
    Carlbo, Elisabeth
    University of Skövde, School of Humanities and Informatics.
    Erhållen kompetens i utveckling: Gymnasieelevers uppfattningar av kompetens för arbete i pedagogisk verksamhet efter Barn – och fritidsprogrammet2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 32.
    Carlsson, Ingvor
    University of Skövde, School of Health and Education.
    Dockan i förskolans praktik skapar kommunikativa värden för barn igenom delaktighet och inflytande2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study's purpose was to investigate the knowledge that helped to develop the ability to analyze the doll performance, however, use both as tools and as aids in the social practice and further develop the commitment to children's learning. The research questions guided the study: - What communicative values, the use of dolls in the preschool educational activities? - What communication challenges and cultural situations, reveals the use of the dock in kindergarten when the children were offered participation and influence?

     

    The use of the doll created an opportunity to develop communication and interaction with the children, doll and educators in early childhood education. This ethnographic field study consisted of data collection of video recordings, photos and interviews with educators. The data was analyzed in relation to the study objectives and research questions. The results showed that the communication with the doll in activities and interaction situations developed in pace with a change in the educators' focus. This was made visible to teachers in their performance with the doll as mediating tools which afforded the children to communicate and encouraged participation. Thereby, the children developed the ability to take initiative when they trained their communication skills together with the doll. The children's awareness of language and vocabulary was shown in the use of language. It was made visible in the children's identity development as emotional actions and thoughts used in everyday situations, both with the educators and their own dolls which clearly affected the children who did not previously communicate to a great extent. Furthermore, the analysis showed that the children have a greater opportunity to speak in groups and common activities. The use of the doll had through various interactive situations strengthened their linguistic ability. The doll on the preschool created a pleasurable learning and thus gained a communicative value.

  • 33.
    Carlsson, Samuel
    University of Skövde, School of Health and Education.
    Ett flippat klassrum: från ett yrkeslärarperspektiv2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to investigate how vocational teachers who teach industrial engineering education reflect around, flipped classroom as a teaching method. The method used in the study has been qualitative and three vocational teachers have been interviewed. Previous research on flipped classrooms and different learning styles forms the basis for the analysis.The result showed that flipped classrooms have many positive effects for both teachers and students. For many students, learning time is many times less compared with traditional teaching. Many teachers mix traditional classroom with flipped classroom and the variation allows students to learn new things more easily.My conclusion was that flipped classrooms are a popular teaching method of both teachers and students, but it is time-consuming for the teachers at the beginning and that there will be a change for the students who are expected to be more prepared before a lesson starts. The teacher and the students working with flipped classrooms must more or less be technically motivated for the model to work.

  • 34.
    Carlén, Anne-Sofie
    et al.
    University of Skövde, School of Humanities and Informatics.
    Alexandersson, Marina
    University of Skövde, School of Humanities and Informatics.
    Utveckling eller förveckling?: En interaktiv studie om en förändringsprocess på en gymnasieskola2008Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Our interest for the study was an outcome from our mutual discussions about teachers every day work related to schools leadership and organisations. Therefore we found a developing project from traditional teaching to theme based team work teaching in an upper secondary school interesting for our study. The main purpose of our study was to examine and understand teachers experiances of the change from traditional teaching to theme based teaching. The purpose is also to be a part in the teachers’ team work evaluation.

    The empirical approach was hermeneutic and the chosen method was action research. As method to collect the empirical material we used reflective interviews that gave us the opportunity to be flexible during the interviews. During the process we reflected over different parts that appeared and how they interact as a totality. When we looked for former research we found that Blossing (2000) establishes that school culture and head of schools are of great importance for the outcome of developing work.

    From the result we can understand that there are several different factors that affect the teachers in a developing work. Their individual personalities and experiences affect their attitude towards the process of change and the containment of the same. The teachers need time for reflection and they find that they have not got enough time for planning the teaching in the theme based team work. Our conclusion is that the head of school has an important role in leading, creating structure and being attentive to the teachers needs.

  • 35.
    Claesson, Anna
    et al.
    University of Skövde, School of Humanities and Informatics.
    Elf, Louise
    University of Skövde, School of Humanities and Informatics.
    "Jag älskar att läsa!": En studie om elevers läsvanor och upplevelser kring läsning i tidiga skolår2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    During our education to become teachers in the early ages we have gained knowledge about the importance of reading for the language development and also for the read - and typing development. In connection to our practical education with children we have seen that individual reading and reading aloud is commonly anticipated when teaching. Most often teachers have a purpose with reading, which is for the pupils to generate knowledge. Our curiosity about children’s reading habits and literature experiences in early ages developed after having encountered several studies about the subject from a teacher’s point of view. Although we found it more interesting to look at it from the pupil’s perspective, since one has to go to the primary source, the pupil, to be able to develop and create the tutoring in a stimulating way. Past research in the area shows among others that it is important for pupils to read individually each day about things that are at interest to them. Reading aloud is an essential part of the tutoring as well, both for younger and older pupils. With these facts in mind, we could form an objective of this study; To research the reading habits and literature experiences of pupils in the early ages at school.

     

    We have used a quantitative questionnaire study that laid the foundation for the design of the subsequent qualitative study where interview was used as a method. Our intention was to compare students' reading habits and experiences of literature based on the variables gender, age and literacy. The results show that students have a positive attitude to reading and they would like to learn more. The study also shows that reading aloud is a common practice in both years 2 and 5 although the literature shows that reading aloud subsides with age. Before we implemented our study, we had an idea of the individual reading (bench book reading) often is used as time filler, and a part of our study confirms this thought since the respondents in year 5 said that they often read when they get a moment over. Some other conclusions that were made from our study are that the pupils do read several times per week, but this reading is rarely followed up.  Both in classes 2 and 5 the teacher reads aloud to the pupils numerous times per week, although it is more common that the pupils in class 5 read aloud to each others compared to the ones in class 2. In the discussion of this study we, among other things, emphasize the role of the teacher when it comes to the reading habits of the pupils, as he or she is their role model of reading in the classroom.

  • 36.
    Claesson, Jenny
    et al.
    University of Skövde, School of Humanities and Informatics.
    Holgersson, Marlén
    University of Skövde, School of Humanities and Informatics.
    En förändrad yrkesutövning: En kvalitativ studie om hur pedagoger anser sig ha förändrats av att starta upp en Reggio Emiliainspirerad förskola2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a qualitative examination based upon four interviews with educationalists who is working on a recently opened preschool inspired by the philosophy of Reggio Emilia. The study has a phenomenologist perspective where people’s experiences are in focus to discern common aspects and patterns. After the Second World War the Reggio Emilia philosophy grew in northern Italy under the management of Loris Malaguzzi. This philosophy was introduced in Sweden in the beginning of 1980 by Anna Barsotti and Karin Wallin. The philosophy of Reggio Emilia speaks about the three pedagogues – the preschools teachers, the children and the environment, and how they all interplay and affect one another. The purpose of this study is to find out how educationalists have experienced change working Reggio Emilia-inspired. In the literary part of the study we describe the origin of the Reggio Emilia’s philosophy, the fundamental ideas and the emergence in Sweden. Our conclusions are that the attitude of the educationalists has changed positively within five occupational areas: cooperation within the workgroup, the common perspective of children’s capabilities, the educationalist documents, the project-based learning and the vision of the environment role in learning.

  • 37.
    Dahlstedt, Magnus
    et al.
    Linköpings universitet.
    Fejes, Andreas
    Linköpings universitet.
    Olson, Maria
    Högskolan Dalarna.
    Rahm, Lina
    Linköpings universitet.
    Sandberg, Fredrik
    Lunds universitet / Linköpings Universitet.
    Medborgarskapandets paradoxer: Medborgarskapspositioneringar i berättelser om tillhörighet i migrationens tid2017In: Sociologisk forskning, ISSN 0038-0342, Vol. 54, no 1-2, p. 31-50Article in journal (Refereed)
    Abstract [en]

    Paradoxes of citizen formation: Citizenship positioning in stories about belonging in an era of migration:

    This article analyzes the formation of citizenship in today’s multi-ethnic Sweden with a par-ticular focus on how migration renders visible existing citizenship ideals, defined in terms of similarity and difference on the basis of ethno-cultural background. Analysing three individual stories of women who have migrated to Sweden, with different biographies and stories of how they ended up in Sweden, the article focuses on negotiations of the boundaries and contents of citizenship in multi-ethnic Sweden. The point of departure for the analysis is a post-structuralist and discursive approach. In all, the stories address the crucial question of who should be included into the social community and on what conditions – and who should be left out? This particular question is also at the very centre of the political debate in today’s Europe. On the one hand, there are strong arguments about the ’death of multiculturalism’ and demands for new forms of ethno-culturally graduated citizenship – also in Sweden. On the other hand, in Sweden as well as in other European countries, claims for the development of a new and more inclusive societal community have been raised, expanding the rights of citizens to accommodating also those who have been excluded from them

  • 38.
    Dahlstedt, Magnus
    et al.
    Linköpings universitet.
    Olson, Maria
    University of Skövde, School of Health and Education. University of Skövde, Health and Education. Stockholms universitet, Högskolan Dalarna.
    Ana's tragedy and Europe's: a contemplation over Romani, belonging and the conditioned citizenship making in a Europe of Migration2016In: European Journal of Futures Research, ISSN 2195-4194, E-ISSN 2195-2248, Vol. 4, no 16, p. 1-10Article in journal (Refereed)
    Abstract [en]

    This article deals with the notion of belonging in today’s multi-ethnic Sweden and hints at perpectives of future European identity-building. On the basis of Frantz Fanon’s understanding of colonialism and the colonized mentality as theoretical, the article deals with the situation of Roma in Sweden – and Europe. With the story of a young Roma woman that has migrated to Sweden from Hungary as point of departure, the article addresses the situation for Romani people, but also for other migrants in Europe, with particular focus on who are allowed to belong to the community of Swedish and European citizens, and who are not.

  • 39.
    Dekoj Pryts, Ann
    et al.
    University of Skövde, School of Humanities and Informatics.
    Lindås, Sara
    University of Skövde, School of Humanities and Informatics.
    Barns inflytande, delaktighet och intresse: En studie om samspel och förhållningssätt i förskolans vardag2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim with this study was to give and receive an insight of children’s participation during one day in a preschool. Answers we were interested in finding out were how pedagogues act in relation to children´s influence, participation and interests and how this shows in the pedagogical context. Our own interest of children´s participation was influenced by the new revised curriculum that took place in 2010. Nowadays the pedagogues’ have to be more active and reflect and document children´s influence and participation, and therefore we wanted to use this opportunity to create a picture of how pedagogues deal with these new guidelines.

    We have with an ethnographic inspired approach performed a qualitative study with data collected during one day with focus on children´s influence, participation and interest in one preschool section.

    According to the result children’s participation and influence this day were controlled by the pedagogue. The influence was limited to matters concerning how much food the children could take and with whom and where they wanted to play, both inside and outside. The two interviewed pedagogues painted a picture that children’s participation is voluntary and that child’s interest affects the preschools’ everyday contents, especially when the pedagogue plan a theme. Communication was seen as the best method for finding out about child’s interests.

  • 40.
    Del Gaiso, Tove
    University of Skövde, School of Health and Education.
    Barns möten med digitala verktyg i förskolan: Ett aktionsforskningsprojekt med sociomateriellt perspektiv2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the essay is to carry through an action research project at a preschool. The project is set to change and develop the use of digital tools with children of the age 1- 3 years old. With help from a sociomaterial perspective I have examined how digital tools and other materiality can influence the children’s actions. The premiss of the essay is that children’s learning appears in intra-actions with the digital tools. During the project learning tablets, apps for filmmaking and projector together with a Cube was mainly used as digital tools.The results show that an action research project can contribute with new knowledge about working with digital tools for the participants. By using a sociomaterial perspective a diversity of intra-actions and learnings processes are made visible. The intra-actions between the children and digital tools create more and other learning processes than the teachers have planned for. The learning processes can be strengthened by making them visible. This also makes it easier to achieve the didactic goals. Without the knowledge about intra-actions that appear between child and digital tools there might be a gap concerning learning expectations. The project has shown that an action research project and a sociomaterial perspective support each other in a productive way.

  • 41.
    Engström, Marie-Louise
    University of Skövde, School of Humanities and Informatics.
    Skolans klassrumsmiljö påverkar lärandets innehåll2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Particular design aspects valid for any classroom used for teaching swedich language and grammar within the prescool. In early teaching of elementary scool in the subject swedich language the environment are essential. By introducing a changing language environment pupils are encouraged to become curious, interested and active. Reshuffling so everybody sees everybody, includes a clarification of who and what we have access to, and enables a group of people taking to each other. Rooms for talks and discussions are importent in learning activities. This study aims to gain insights and experiences regarding particular design aspects of any classroom, especially those used for teaching swedich language and grammar within the preschool. Thus has the teachers different ways to organise the classroom been investigated. This has been carried out by means of interviewing four teachers in four different schools that all of them were responsible for pupils within the forms 1-3 as well as by mapping/documenting each of the four classrooms. By means of processing information collected by meens of interviews and mappings/documentations of each classroom. I have been able to connect this particular information to specific discussions based on a presented survey of the relevant literature, which also is comprised in this report/study. This in turn has allowed me to illuminate and discuss the particular design aspects sought for. One example of the findings brought forward; while teaching swedish was among other things the possibilities for rearranging the seats in the classroom underlined by as being crucial. That is, the four interviewed teachers were all of them advocating for a classroom which allowed the pupils to vary theirs positions and constellations in order to thereby promote an enhanced cooperation between themselves, as well as also to so to say create rooms within then room.

  • 42.
    Enheden, Marie
    University of Skövde, School of Humanities and Informatics.
    Helhetssyn och samarbete kring ämnesinnehåll: En studie om biologiämnets innehåll genom grundskolan2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is about what contents students should work with in biology during grade 4-5 (Swedish nine-year compulsory school system) according to teachers in theese grades and teachers in secondary school (grade 6-9). It also shows if there is, or if the teachers whant, a cooperation regarding the contents in biology. The study is following a qulitative method and the resault shows that human body, knowledge about subjects like species and the environment are central contents in biology. Some of the teachers also agree that it´s important that biology is fun and based on experiences. Teachers from the different grades, however, does not agree in how wide the content should be. The teachers in secondary school (grade 6-9) feel that they have to start all over when teaching biology. In the diskussion it is clear that the teachers want cooperation concerning relevant contents in biology. Some of the teachers say that they want better definitions on what contents i biology the pupils should work with in different grades. One teacher want cooperation between different schools concerning biology contents.

  • 43.
    Eriksson, Anita
    et al.
    Högskolan i Borås .
    Gustavsson, Susanne
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Krav, uppmaningar och frågor: en autoetnografisk reflektion över handledning av självständiga arbeten2016In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1, p. 70-87Article in journal (Refereed)
  • 44.
    Eriksson, Ingela
    University of Skövde, School of Humanities and Informatics.
    ”Hur ska jag kunna lära mig det här när jag inte förstår?”: Hur elever erfar lust och olust i skolmatematiken2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to examine factors influencing students’ feelings of pleasure or pain associated with school mathematics. Own experience of students’ frustration about mathematics and concern about students not reaching desired goals is the driving force in this study. It contributes with knowledge from the students' perspective. Hopefully the result can help others, teachers and parents, to strengthen pupils’ desire and ability to learn.

    Students’ emotions about mathematics are important for learning and mathematics can cause joy as well as anxiety. The students who are positive often need stimulation and challenge, but are usually not a problem for the adults. The negative emotions, especially fear, is something that adults should take into account and try to develop for the better. Anxiety can be described as "a lack of well-being". It can cause panic, paralysis and mental disorganization when students are required to solve math tasks. Math anxiety can also be defined as a combination of stress before the test, low self-esteem, fear of failure and negative attitudes towards learning mathematics. Symptoms can include avoidance of formal mathematics instruction, poor test results and that instructions will not have the expected effect.

    There is a phenomenological approach of the study. Phenomenology studies how the consciousness creates meaning. The focal point is trying to learn about the students’ experience of their 'Being-in-the-World'. How do students view school mathematics, and why? What can create desire for learning mathematics? What can create uneasiness in learning mathematics?

    In order to get a better view of this complex area four different data sources are used. Eight pupils are interviewed individually. 19 students participated in focus group interviews. 134 students, ages 11-13, answered questions in a web survey. One class observation was also made. The result was formed into three important factors, Student’s own view of capacity and attitude to mathematics, Importance of relations to others (teachers, class mates, parents) and Content and working forms. Three different themes came into focus – Understanding,

    Working atmosphere and Safety. The four main areas of importance, as seen in this study, are Interaction student-teacher, Understanding and feeling of success, Good atmosphere in the classroom and Awareness about the use of mathematics.

    The results show areas of importance for pupils who are feeling math anxiety. They are less aware of how mathematics can be of use for them also outside school and the importance of mathematics in their future lives. They need a much stronger support from adults, teachers and parents, in their math studies, than pupils without anxiety. The classroom environment can also cause problems, if students do not feel safe or feel stressed or disturbed by other pupils or teachers.

    There are also a few differences between the girls’ and the boys’ experiences, where girls seem to reflect more about their uneasiness when it comes to mathematics, sometimes caused by the boys. What can teachers learn from this study? In short: motivate, teach and let the pupils talk.

  • 45.
    Eriksson, Mats
    University of Skövde, School of Humanities and Informatics.
    Planering och organisering i En-till-En miljö: Hur lärares planering och organisering av undervisning förändras med projektet En-till-En2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    One-to-One project is in progress as a national computer initiative while there is lack of extensive research. Teachers are faced with challenges to plan and organize pedagogical activities in the new environment. The study focuses on teachers and how they organize and plan their teaching under such new conditions. The purpose of this study is to investigate teachers' planning and organization of teaching in a One-to-One environment with the question: How do teachers in the Swedish upper secondary school perceive that their planning and organization of classroom teaching change with the project One-to-One?

    The study was conducted as a qualitative study in which teachers at a Swedish upper secondary school were interviewed and observed. The results show that teachers perceive various changes they need to take into account when planning and organizing. Challenges expressed are changing practices, difficulty in reaching out with information and training required. The study discusses how teachers can respond to changes in working methods and how education of teachers can be done with colleagues combined with traditional teaching for the teachers.

  • 46.
    Evjenth, Thomas
    University of Skövde, School of Health and Education.
    Uppföljning av elevens kunskapsutveckling på APL: Hur APL-processer kan påverka synliggörande av kunskap2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Vocational teachers with responsibility for workplace-based learning (APL) use different methods to ensure that APL will be followed up in a structured way. The study illustrates the methods that teachers with APL-responsibility use in the follow-up of APL. The theoretical basis focuses on the knowledge that is visible through these methods. Previous research shows that a structured process creates the conditions for a better end product. The end product is equated in the study with a more skilled student. The study is based on qualitative interviews, conversations and document collection. Interviews were conducted with eight APL-responsible teachers at four different professional programs within the same school. Document collection is based on the documents used in connection with the follow-up of APL. Conversation is referred to in this study as "everyday" conversation carried out with APL-responsible teachers. The collected material was compiled and analyzed in relation to the questions asked in the study. The result shows that the absence of a structured process causes that knowledge of the student will not get visible. When knowledge is not visible it does not create conditions for achieving the aim of APL. In the final discussion the requirements for vocational teacher’s flexibility, the lack of process knowledge and how to make invisible knowledge visible are further discussed.

  • 47.
    Fallkvist Norén, Eva
    et al.
    University of Skövde, School of Humanities and Informatics.
    Widell Johansson, Agneta
    University of Skövde, School of Humanities and Informatics.
    Handledares bedömning av elever i arbetsplatsförlagt lärande2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Of what’s written about assessment in professional care education, at secondary schools, it is most written about teacher’s assessment, of the students in classrooms education and not so much written about supervisor’s assessment of students in workplace located learning. It is of big interest for us, as becoming vocational teachers in care education, because our students will spend a big part of their education, in workplace located areas. The aim of this study was to investigate the strategies of the supervisors for assessment of the students in workplace located learning and even so, what they base their assessment on. It is a qualitative interview study with a social-cultural theory approach. The interview questions were semi constructed and open, for the interviewed to be outspoken. The result shows three criteria of assessments that we found: Professional knowledge, knowledge of facts and personality. In practical professional knowledge and in the knowledge of facts the students are assessed by the supervisors from the goals of the school, of what a student should know. The assessments were formative and the supervisor based it upon her/his own knowledge and experiences, their “vocational role”. In the result discussion we discussed that the assessment is complex and most of the assessment is familiarly skills knowledge.

  • 48.
    Fathi, Masood
    et al.
    University of Skövde, School of Engineering Science. University of Skövde, The Virtual Systems Research Centre.
    Ghobakhloo, Morteza
    Department of Industrial Engineering, Minab Higher Education Center, University of Hormozgan, Bandar Abbas, Iran / Modern Technology Development and Implementation Research Center, University of Hormozgan, Bandar Abbas, Iran.
    Syberfeldt, Anna
    University of Skövde, School of Engineering Science. University of Skövde, The Virtual Systems Research Centre.
    An Interpretive Structural Modeling of Teamwork Training in Higher Education2019In: Education Sciences, E-ISSN 2227-7102, Vol. 9, no 1, p. 1-20Article in journal (Refereed)
    Abstract [en]

    In the past decade, the importance of teamwork training in higher education and employers’ enthusiasm for recruiting team players have been widely discussed in the literature. Yet, the process through which effective teamwork training is developed in a higher education setting has not yet been properly discussed. The present study aims to map the precedence relationships among the key determinants of teamwork training effectiveness and explain the process through which an effective teamwork training program can be developed. The study first conducted an extensive review of the literature to highlight the key determinants of effective teamwork training. Next, the study benefitted from an interpretive structural modeling technique and captured the opinions of a group of teamwork training experts to further map the interrelationships among the potential determinants that were identified. By listing the key determinants of effective teamwork training, mapping their interrelationships, and identifying their driving and dependence power, the present study is expected to help practitioners and academicians through providing a detailed understanding of the process through which an effective teamwork training program can be developed in a higher education context.

  • 49.
    Fejes, Andreas
    et al.
    Linköpings universitet.
    Olson, Maria
    University of Skövde, School of Health and Education. University of Skövde, Health and Education. Högskolan Dalarna, Stockholms universitet.
    Rahm, Lina
    Linköpings universitet.
    Dahlstedt, Magnus
    Linköpings universitet.
    Sandberg, Fredrik
    Linköpings universitet.
    Individualisation in Swedish adult education and the shaping of neo-liberal subjectivities2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 3, p. 461-473Article in journal (Refereed)
    Abstract [en]

    In this article we have analysed the ways a discourse on individualisation is taking shape within adult education in Sweden, how it operates, and what effects it has in terms of shaping student subjectivity. Drawing on a post-structural theorisation we analyse interviews with teachers and students in municipal adult education (MAE) and folk high schools (FHS). The analysis illustrates how both institutions contribute to the shaping of individualised subjectivities, although differently. At the end, a general question is raised about what happens with the democratic function of adult education in general, when a discourse on individualisation operates in the ways described, and more specifically, asks what is happening to FHS as an educational practice, that upholds its self-image as a last bastion of a collective notion of learning and subjectivity, and nurturing an educational practice of learning democracy?

  • 50.
    Fejes, Andreas
    et al.
    Linköpings universitet.
    Olson, Maria
    University of Skövde, School of Health and Education. University of Skövde, Health and Education. Högskolan Dalarna / Stockholms universitet.
    Rahm, Lina
    Linköpings universitet.
    Dahlstedt, Magnus
    Linköpings universitet.
    Sandberg, Fredrik
    Linköpings universitet.
    Individualisering genom det kollektiva i svensk folkhögskola2015Conference paper (Other academic)
    Abstract [en]

    The aim of this paper presentation is to identify how the principles of democracy and the market are played out in Swedish adult education. More specifically, we focus on how collective and individually oriented notions of what it means to be a citizen, shape student subjectivity. By focusing on both formal adult education (municipal adult education) and non-formal adult education (folk high schools) we wish to illustrate how these principles are mobilized differently, thus shaping different kinds of citizen subjectivities. Drawing on a post structural theorization inspired by the work of Michel Foucault, we analyse interviews with students and teachers at one school for municipal adult education, as well as one folk high school. Our analysis illustrates how an individually oriented citizen is shaped through discourses mobilized in both settings. However, in the folk highs school, individualization is shaped through discourses on collectivization. We argue that such shaping are in line with neoliberal forms of governance.

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