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  • 151.
    Löfving, David
    et al.
    University of Skövde, School of Humanities and Informatics.
    Petersson, Joakim
    University of Skövde, School of Humanities and Informatics.
    Nolltolerans i skolan om hot och våld: En studie om rektorers tolkning av begreppet nolltolerans2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

     

    Arbetets art: Examensarbete i lärarutbildningen, Avancerad nivå, 15 hp

    Högskolan i Skövde

    Titel: Nolltolerans i skolan om hot och våld - En studie om rektorers tolkning av

    begreppet nolltolerans

    Sidantal: 41

    Författare: David Löfving och Joakim Petersson

    Handledare: Kennert Orlenius

    Datum: januari, 2009

    Nyckelord: nolltolerans, hot och våld, åtgärder, gränsdragning, agerande

    I USA på 1990-talet infördes en lag gällande nolltolerans mot vapen i skolan. Denna lag

    har fått en vidare tolkning vilket har gjort att många elever har blivit exkluderade från

    undervisningen av märkliga skäl.

    Uppsatsen handlar om rektorers syn på begreppet nolltolerans i frågor om hot och våld

    mot skolpersonal. Vidare redogör studien för hur rektorer arbetar förebyggande och hur

    deras efterarbete ser ut. Dessutom berör studien rektorers erfarenheter kring hot och

    våld mot skolpersonal. För att nå fram till studiens syfte så intervjuades rektorer på

    högstadieskolor.

    De intervjuade rektorerna hade inga större erfarenheter kring hot och våld mot

    skolpersonal. Rektorerna är positivt inställda till nolltoleransbegreppet dock så ser de en

    viss svårighet till att införa ett sådant begrepp. Allting handlar om gränsdragningar, var

    går gränsen för hot och våld? Rektorerna ger också uttryck för det förebyggande arbetet

    i undervisningen. Det finns handlingsplaner på samtliga av de intervjuade rektorernas

    arbetsplatser som både tar upp förebyggande och efterföljande arbete kring hot och

    våld.

     

  • 152.
    Lönnqvist, Daniel
    et al.
    University of Skövde, School of Humanities and Informatics.
    Tingvall, Maria
    University of Skövde, School of Humanities and Informatics.
    En man, flera kvinnor: En kvalitativ studie om manliga förskollärare i ett kvinnodominerat yrke.2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is about equality in preschool from a operational perspective. We have chosen to focus on the male preschool teachers, as they are an underrepresented group. The purpose of the study is to examine how male teachers feel that it is working in a female-dominated profession preschool. The questions underlying this thesis is: How do male preschool teachers is to work in a profession dominated by women? Meets male preschool teacher bias in terms of gender from colleagues and parents? How has society's gender affected the development activities in preschool? Our knowledge contribution is to give a balanced picture of the male preschool teacher.

     

    This research is a knowledge contribution to discussions about gender in teams in preschool. Using qualitative interviews from life historical material and relevant literature on gender questions answered and knowledge contribution formulated in the paper.

     

    We also illustrate the intentions of the curriculum in terms of gender equality, and link this to what it looks like in preschool. In our study, we have highlighted how the business can be affected by the existence of male teachers. The male teachers we interviewed felt equal towards their female colleagues.

     

    The answers we received from respondents have surprisingly not quite been consistent with some literature that we have read in the beginning of the study, where men in preschool described as victims in the sense that they are in the minority. In the study, respondents had a more positive image of working in preschool.

  • 153.
    Magnusson, Anna
    et al.
    University of Skövde, School of Humanities and Informatics.
    Martinsson, Frida
    University of Skövde, School of Humanities and Informatics.
    EQ - det nya skolämnet?: En studie om pedagogers uppfattningar om arbetet med social och emotionell intelligens i skolan2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay aims to investigate the perceptions of responsible personnel in a primary school about the use and importance of EQ, emotional intelligence, in the school's early years. With a hermeneutic approach and by qualitative interviews, we have taken note of the respondents perceptions about EQ. The result shows that EQ can be understood in different ways. Instead of having a common understanding of what EQ is the respondents mention that there are different areas associated with EQ.  Two major results are 1. The respondents who work in the lower age groups prefer to work with EQ regularly in scheduled lessons, but also integrated during the school day. 2. The respondents who work in the older age range (year 4) prefer only an integrated approach and considers that there may be perceived as artificially in the process of EQ, but that it should be about natural dilemmas from everyday life. The result also shows that the children have changed over time when the society has changed. Children are now, more than ever before, being admitted to the various media and use a lot of awake time to computer games and watching TV and film. As a consequence, today's school requires a higher degree of emotional and social skills.

     

  • 154.
    Maksumic, Sejla
    University of Skövde, School of Humanities and Informatics.
    Podcasting som komplement i undervisningen: En deskriptiv studie av lärares erfarenheter av att använda podcasting i undervisningen2008Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to investigate teachers’ experience in education of using podcasting and what benefits they think it can bring to education. To fulfil the purpose of this study I made qualitative interviews with two teachers which work at a school where podcasting is used. The theoretical part of the report explains what podcasting is, shows use, possibilities, advantages and disadvantages and also what research indicate about the subject. The study demonstrates that there are different possibilities to change and develop today’s way of teaching. This way of working is a complement to the present education and it is not suppose to replace the way of teaching commonly used today but to facilitate education. It can be used as an aid in repetition and give the possibility to move teaching out of school, this makes it a flexible learning. It also emerged that the interviewed teachers perceived that the students had a positive attitude towards podcasting because they found it to be an interesting approach and felt familiar with the technology. They also perceived the parents reactions as positive, now they could take part of mathematics lessons through the films and thus have more insight in the school work.

  • 155.
    Martinsson, Camilla
    et al.
    University of Skövde, School of Humanities and Informatics.
    Eriksson, Mari
    University of Skövde, School of Humanities and Informatics.
    Matematikundervisningens hörnstenar.: En kvalitativ studie om hur några behöriga matematiklärare i årskurs 1-3 säger sig undervisa i matematik.2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    With the background of the students' performance in mathematics has declined since the1990s and we believe that the subject is difficult to teach, we asked ourselves how we should teach mathematics to all pupils to gain understanding. This leads us to the study'spurpose, which is to examine how some competent mathematics teachers in grades 1-3 say they teach mathematics to all pupils to gain an understanding of the topic. The issues we have used in the study are, how disclaims some teachers that they teach math?How says the teachers that they individualize the teaching of mathematics?In the study, previous research we have mainly used Swedish mathematics research.Data collection was done through interviews with practicing teachers in the subject of mathematics. To support our analysis, we used concepts, conversations, interaction and tools that we believe are important in a socio-cultural perspective. We have also made use of individualize as an analytical tool.The results indicate that it is difficult to individualize teaching based on each individual student. Based on the interviews, we can also see that mathematics teaching focus should be varied and where conversations, interactions, tools and individualize occurs for all students to gain an understanding of the topic.

  • 156.
    Matsson, Annemarie
    University of Skövde, School of Humanities and Informatics.
    Matematik - för skolan eller livet?: En studie om hur Matematik A anpassas till olika gymnasieprogram2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Students in the upper secondary school are supposed to learn mathematical skills for both their everyday life and their future working life. Teachers at an upper secondary school have been interviewed about their experience of adapting the compulsory A-course in Mathematics to different programs and how their students react to the adaptations. This phenomenographical research aims to map out the teachers’ conscious and subconscious adaptations of the compulsory course in Mathematics to different programs. A deeper analysis of the results was performed to try to find underlying factors to the adaptations.

     

    The results show that the teachers adapt their teaching to the different programs in various ways. Some adaptations are made deliberately to areas of interest for the different programs, such as adapting examples and activities. Other deliberate adaptations are made on an individual basis, both for students who need extra help and for those who need supplementary challenging tasks. The teachers do not seem to be aware that the greatest adaptation is the choice of textbook, regarding content, level of tasks and methods of work.

     

    Several underlying factors were found. For example, the science programme students are expected to get the higher grades whilst the vocational students only are expected to pass the course. Additionally, students nowadays have poorer mathematical skills from compulsory school. Therefore a lot of class-room hours have to be spent revising basic mathematics. The teachers would like to include more interesting activities to let the students develop deeper mathematical knowledge and become fascinated by the subject, but there is not enough time. The more Mathematics and the core subjects of the program relate and intersect by nature, the more the different teachers on the program cooperate across subjects.

  • 157.
    Memedov, Florimdona
    et al.
    University of Skövde, School of Humanities and Informatics.
    Chamoun, Mariam
    University of Skövde, School of Humanities and Informatics.
    Flerspråkiga barns kommunikation: -En kvalitativ studie om flerspråkiga barnskommunikation i en mångkulturellförskola2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of our study is to examine how multilingual children aged 4- 5 years communicatewith teachers and other children and what impact this has on their ability to participate inpreschool. The survey is based on three theoretical concepts that describe the child’scommunication and interaction with others in the environment. Furthermore, we want tohighlight the language in which communication occurs in bilingual children. The study is doneusing the qualitative method observation in a multicultural preschool with a focus oncommunication during two different occasions, guided activities and free play. The results showmultilingual children communicate through verbal and non-verbal communication, by observing,listening, take the initiative and invite each other to talk and dialogue. To confirm each other'sactions is important for communication to be developed. Our results suggest that the teacher usesclear language of communication among bilingual children, repeat, give instructions, and bysupplementing this with non-verbal language, the child understand the content of communicationand participation. It also emerged that multilingual children use different language whencommunicating with the surroundings. The child's code-switching is dependent on various factorsthat are to exclude any or missing a word of the language. Furthermore, the results show thatlanguage development is very important for children's participation in communication. Theteachers in the study show interest in multilingual children's participation through wasresponsive, confirm the participation of children and praise their children.

  • 158.
    Modin, Ida
    et al.
    University of Skövde, School of Humanities and Informatics.
    Östemar, Linnéa
    University of Skövde, School of Humanities and Informatics.
    Elevers intresse som grund: En kvalitativ studie i årskurs sex om vad elever finner intressant inom den naturorienterande undervisningen.2008Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to find which areas within the natural science subjects interests students the most and why this is the case. The aim was also to investigate if an interest in another subject can be used when teaching the natural science subjects. To answer these questions, a qualitative method was used where students were interviewed. The study was performed from a student point of view with ambition to obtain their opinions. Nine interviews in pairs were carried out with students in the sixth grade from a single class in a medium sized school in western Sweden. The results were divided into three different aspects with regards to the students' interest in the natural science subjects and other related subjects. The first aspect describes the interest that their achievements results in actual progress, where the finished product was the foundation for the interest. The second aspect was the impact of the ways of working on the interest, where laboratory, practical and group work were covered. When these ways of working were used the students felt that the work was more joyful. The last aspect was the students' interest for the surrounding world, both with regard to the natural science subjects and other subjects connected to the teaching of these. The discussion covers, among other things, the risks when the way of working is not used to illustrate a theory and the fact that the actual performance of a task seems more interesting to the students, than the aim of it.

  • 159.
    Mårtensson, Ida
    et al.
    University of Skövde, School of Humanities and Informatics.
    Bergsten, Sara
    University of Skövde, School of Humanities and Informatics.
    Hur sju erkänt skickliga lärare ger möjlighet till lärande i NO-undervisningen: En kvalitativ studie ur ett lärarperspektiv2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with the study was to describe seven teachers reflections around how they give their pupils the opportunity to learn in science-education.  The teachers are working up to 6th grade and they are recognized as competent.

    Through our teacher education at University of Skövde we have become interested in how we as teachers can give pupils the opportunity to learn. On the basis of our own experience we can see certain insufficient in science-education.  We choose to write about science-education with these two points as a base. We used a qualitative method in the study where our selection gave us the opportunity to interview seven recognized competent teachers. The selection was strategic because we wanted to interview teachers with teaching of high quality. With the base in the teachers reflections have we found opportunities for pupils to learn in science-education.   These are presented in four themes with a base in the sociocultural perspective which we used to analyse our data. The names of the themes are language as a tool for learning, physical tools for learning, learning in a bigger perspective and learning without boundaries. A central part of the result is that language is important for learning to take place. In the discussion the result is related to relevant literature, research and parts from rule documents for Swedish school. We draw following conclusion from read literature and our result; to give the pupils the opportunity to learn the education must be formed in a way that makes the language being actively used. The teacher has to arise the pupils interests and take base in their experience and then should this be discussed and explained. Without the explanation there will be no understanding of the experienced and no learning will occur.

  • 160.
    Naumburg, Sara
    University of Skövde, School of Humanities and Informatics.
    "Vi har barn ihop": En kvalitativ studie om samverkan mellan skola och socialtjänst2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study aims to examine the forms and contents of interaction of government, Social Administration and education administration, with the declared intention is to work for the pupil's best and create an overall perspective on the student. It is for me a timely subject because we as future teachers know that all students have different needs for support and help. Vulnerable children are in need of adults and are in a dependent position. The school is an operation and Social Administration of another who might be part of the vulnerable children's lives. Interesting and topical feel, therefore, to examine who has the responsibility and how you can interact around a student from school and Social Administration? To investigate this, a qualitative study conducted interviews with a total of five teachers in the Individual Program and a principal part, and two social workers.

    The study results show that collaboration is needed and necessary, all participating in the study sees a synergy is positive and the more the better. It is based on personal contacts and is dependent on personal relationships, making cooperation work differently. Secrecy is lifted as a barrier to collaboration on a teacher's views, while the Social Administration does not see confidentiality as a barrier where there are confidentiality-breaking rules.

    Conclusions can be made after the study is that we should put the abused child in the center and act for the best. We have different professional roles that we should protect and this requires a collaboration of government to support the abused child in the best and most efficient manner.

  • 161.
    Nelson, Annakarin
    et al.
    University of Skövde, School of Humanities and Informatics.
    Andréasson, Frida
    University of Skövde, School of Humanities and Informatics.
    Språkligt bemötande.: Pedagogers arbete med små barns språkutveckling och genus.2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the curriculum of the nursery school it is said that the teachers shall lay stress on encouraging each child to develop his/her language. During trainee work of the education and the work at nursery schools, we have been witnessing young children step aside in the favour of the older children’s activity. Letting children develop their language with the support of the teachers and a social surrounding affects them for the rest of their lives. Controlling the language is a necessity in the society. The purpose with this study is to visualise how active teachers are thinking and working with a language education for one- to three-year-olds. The study aims further to point out any differences in a linguistic treatment from a gender perspective. The study is qualitative and it is based on four observations and four interviews, which are carried out at two different nursery schools. The result presents the teachers’ way of working and thoughts behind the work with language education, what possibilities and obstacles they see and their thoughts behind the treatment of girls and boys from a language developing perspective. In the result it appeared that the teachers work with the language in many different ways at the nursery school, for instance by gatherings, everyday meetings with the children and by reducing the children groups to gain more time for each child. In the work with the language, the teachers see the possibilities of using the gathering as an educational tool and utilising the everyday meetings as well. The teacher him/her self can be an obstacle if there is no time for talk with the children, whereas an important part of the language stimulation is lost. Some teachers don’t see any obstacles whatsoever for the language development. Regarding a possible difference in the treatment against girls and boys, the result shows that teachers don’t make any remarkable distinction, but they all share the value of treating every child equally. Finally, the result is discussed in the relation to the literature and our own reflections.

  • 162.
    Niclasson, Emma
    et al.
    University of Skövde, School of Humanities and Informatics.
    Sandén, Sofia
    University of Skövde, School of Humanities and Informatics.
    Elevers olika strategier vid problemlösning i matematik: En kvalitativ studie i årskurs 32008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study was to discern which strategies pupils employ when they solve

    a mathematical problem. We carried through one observation and nine individual

    interviews with pupils in school year 3. They were asked to solve a mathematical

    problem, which was observed. On the basis of the pupils’ solutions, we carried out

    interviews in order to determine which strategies they chose to employ. The outcome of

    the pupils’ solutions showed several problem solving strategies. These were divided

    into external and internal representations. Strategies such as pictures, graphs and

    mathematical symbols (numerals) are external representations, as they consist of

    concrete pictures that the pupils must see in front of them on a paper when solving

    mathematical problems. Mental arithmetic, automated knowledge and “thinking” are all

    strategies that belong to internal modes of representation. With internal representations,

    we mean what happens inside our heads – what pupils need not see in front of them in

    order to solve a problem. We found that the pupils’ solutions contained combinations of

    several different strategies. Irrespective of which strategy or strategies the pupil choose

    in his or her problem solving, it is inevitable to use some variety of internal

    representations; everyone has to think, regardless of the strategy chosen and the

    problem solving skills of the pupil. When pupils are young, it may be difficult for them

    to present the flow of their problem solving processes in writing. Consequently, as

    teachers we must have time to familiarize ourselves with how the pupil thinks in order

    to develop our teaching on the basis of the needs of the individual pupil.

  • 163.
    Nieroth, Niclas
    et al.
    University of Skövde, School of Humanities and Informatics.
    Wiktorsson, Hanna
    University of Skövde, School of Humanities and Informatics.
    Fostran i skolan: en empirisk studie om vad lärare kan innefatta i begreppet fostran2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the previous essay, we have carried out a study which aims to bring about an insight into the reasoning of teachers, teaching the lower levels of compulsory school, as regarding the notion of child rearing.

    Earlier research reveals that the concepts found in the course of instruction can be interpreted as vague and ambiguous. It is therefore important to investigate how teachers themselves apprehend their situation. As teachers to be, we find it interesting to get more involved in the realities of working teachers.

    The collection of data has been carried out with the aid of interviews that we have analysed in a qualitative matter. Our study has the character of a discourse analytical study with an aim to investigate how teachers talk about the notion of child rearing and how that same notion is perceived.

    The results show up a multifold of varied opinions; there seems to be a rather large insecurity as to what the notion of child rearing actually entails and, mainly, how they as teachers should position themselves as regarding this notion which is thought of as very complex. Our result shows that it is each teacher’s personal interpretation that governs the interpretation of the notion of child rearing.

    Further on, there is a discussion containing, amongst other things, the responsibilities of the school and the parents, interpretations of the course of study, the foundations of values as well as the ethical language of teachers. Earlier research on the subject is reflected upon and accounted for.

  • 164.
    Nordh Jonsson, Malin
    et al.
    University of Skövde, School of Humanities and Informatics.
    Skog, Pia
    University of Skövde, School of Humanities and Informatics.
    Vad kan elever lära om ett ämne?: En fallstudie om de budskap som kan förmedlas genom lärarens och organisationens förhållningssätt2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    As we have been actively involved in various teaching programmes for many years, we wanted to enquire how the students and teachers understood their school and compare it to how we experienced it.  Do the students fully understand the knowledge they are receiving and can they learn from it? Do the teachers believe what they are teaching is understood by the students? What is the underlining knowledge of social practices in the school, which can inspire students in different ways? The aim of the study, as the title suggests, is to convey and describe the various methods practiced in a specific social practice.

    Our project is a quality study.  We have used observation, specific intense individual and group interviews. In the result, arrives a different message through what there is possible for the students to learn about the matter. These messages are visible in the different attitudes the teacher, the school and the organisation have vis-à-vis the matter. In the discussion, we have focussed on what has arrived in the result around the teacher's and the organisation's attitudes. How can these attitudes influence the students' attitude to the matter and how will one work in order to become aware about the messages that are sent.

  • 165.
    Nordin, Maria
    et al.
    University of Skövde, School of Humanities and Informatics.
    Tapper, Johannah
    University of Skövde, School of Humanities and Informatics.
    Små barn leker med matematiska begrepp: En studie om i vilka spontana lektyper förskolebarn använder jämförelseord och lägesord2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to examine in which spontaneous play indoors, children in preschool expresses mathematical concepts. The background to the study is our belief that the mathematics work in preschool should be assumed from the children's perspective and that play has an important role in that work. The spontaneous play are a central part of mathematics learning and conception and therefore is preschool an appropriate place for this study. If children in preschool at an early stage creates an interest and begin using mathematical concepts if also favors the concept of use, that required in school. Inspired by an ethnographic approach, there have been observations of two preschool departments, on seven occasions in each department. The intention has been to observe children's mathematical concepts used in the spontaneous play. At the observations, a designed observation chart has been used to record the play types and mathematical concepts observed. The result shows that different play types stimulate different concepts, and the concepts that are mostly expressed are comparison words. The play types that emerged in the result are; role play, construction play, lego, games, cars, figures, dolls and others. To sum up, we discuss the result and the method in relation to the literature and our own thoughts. Three themes are produced in the result discussion; language, play and the environment on the basis of children's concepts of use and play types.

  • 166.
    Nordkvist, Lisa
    University of Skövde, School of Humanities and Informatics.
    VG+, det är ju det värsta dom vet: Tolkningar av argument i diskussionen om betyg2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien bygger på en gruppdiskussion mellan tre lärare och en samtalsledare om betyg och artiklar om betyg och bedömning. Syftet var att tolka och förstå olika idéer och åsikter om betyg. Det empiriska materialet analyserades och tolkades komparativt. Studien var hermeneutisk och tolkningen skedde i tre steg: för det första beskrivande, för det andra komparativt och för det tredje med fokus på olika spänningsfält som framkommit under arbetets gång. Dessutom refererades kontinuerligt till forskning inom området. Betygens olika funktioner diskuterades bland annat och i arbetet framgick att betygssättning och bedömning var komplexa frågor som bland annat innebar etiska ställningstaganden. Ett problem som behandlades var att betyg inte alltid sattes på samma premisser – alltså inte alltid var likvärdiga och rättvisa och en av förklaringarna till det var att direktiv och mål för betygsättning var subjektiva och odetaljerade. Studien visade att lärarna i vissa fall gav svar som var motsägelsefulla och inte helt rationella och de konflikterna kom att ligga till grund för de spänningsfält som utgjorde det tredje och sista steget i tolkningsprocessen. Förklaringar till motsägelserna var bland annat de otydliga direktiven, svårigheterna med att samla en helhetlig bedömning i ett enda betyg och att bortse från känslomässiga aspekter i samband med betygssättningen.

  • 167.
    Nordström, Ann-Charlotte
    et al.
    University of Skövde, School of Humanities and Informatics.
    Leijon, Lena
    University of Skövde, School of Humanities and Informatics.
    Det lärande mötet: En studie om lärares didaktiska medvetenhet i undervisningssituationer2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The authors were curious and asked themselves if teachers are aware of the base of their teaching in various teaching situations. Are teachers at all capable of expressing that in words? One of the reasons that the authors chose the particular issue was because they think teachers have the task to satisfy the needs of all students and therefore they found it interesting to study how various teachers act. The purpose of the study is to observe teachers didactical awareness, and how it can be added to their intentions and actions, as in how they speak about their teaching and how they act in various teaching situations. Methods used in the study were observations and qualitative interviews. The result was divided into the following three themes: to individualize the teaching, to interact with the student and how the teaching is based on reliable experience. The result showed that the teachers base their teaching mostly on the individual student depending on which student the teachers instruct and that they focus on his or her good qualities, needs and qualifications. The teachers also make deliberate choices when they choose material which they adapt to the individual students. However, the teachers do not seem to reflect as much on their choices and actions and that they apparently not do is to reflect over their choice and acts and that the curriculum is not, remarkably enough, used as a base for their pedagogic work.

  • 168.
    Nordström, Ewa
    et al.
    University of Skövde, School of Humanities and Informatics.
    Möller Winkvist, Anna-Lena
    University of Skövde, School of Humanities and Informatics.
    Måluppfyllelseprocessen i gymnasieskolan: Lärares intentioner, handlingar och elevers reaktioner2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to identify, highlight and understand how the  goal achievement process works at a secondary school with vocational programs.  We identify the goal achievement process as all activities i.e. teacher communication, interpreting of course goals, assessing performance and convey this assessment. The purpose was also to study student participation in the process and reactions to teacher activities.  The study was conducted with a qualitative approach with fact interviews and focus group interviews as tools to collect data. We based our analysis on Vygotsky's theory of the proximal development zone and the concepts of formative and summative assess-ment.  According to teachers, a student gets some fifty feedbacks per academic year. This differs significantly  two to ten. intentions according to the study are to achieve development, but students' understandings of the feedback are in terms of final scores and sometimes condemnations. The students thought it was encouraging and motivating with positive feedback.   The conclusions we drew from the study are that the process should be iterative rather than a one-way communication, students must set their own goals and the teacher's role should be to match students towards them. Time for reflection on the feedback need to be given in the process and students should be trained in the goal achievement process to be able to take active part.

  • 169.
    Nyholm, Anne
    et al.
    University of Skövde, School of Humanities and Informatics.
    Kjellberg, Ylva
    University of Skövde, School of Humanities and Informatics.
    Jävla idiot: En kvalitativ studie om yngre elevers ovårdade språkbruk2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    A bad language use among the younger pupils is something that has been paid attention to according to the authors of the study. A bad language use is in the study defined as swearword and/or a use of four-letter words together with swearword. The study aims to examine what experience primary teachers thinks is a bad language. Further more aims the study investigate what primary teachers according to their experience understand reasons of a bad language use and how they answer the younger pupils using such a language.The investigation has been carried out by qualitative unstructured interviews. The results showed that one primary teacher experienced that the younger pupils are using a bad language, the remaining experienced that pupils use a good language. Primary school teachers also found that bad language use mainly means swearword but also four-letter words, slang words and grammatical errors using the word. The result of the study give the conclusion that there are many reasons why pupils use bad language according to the primary teachers. They mean that it depends on which language their parents use, changes in the society and the media. The best way to answer these pupils is in a calm voice and to be a good ideal for them.

  • 170.
    Olson, Maria
    Linköpings universitet, Institutionen för beteendevetenskap och lärande.
    Från nationsbyggare till global marknadsnomad: om medborgarskap i svensk utbildningspolitik und 1990-talet2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In this thesis attention is drawn to Swedish education policy and citizenship. In times of globalization, and with Swedish membership of the European Union, national policymaking concerning the commissioned role of citizen upbringing has come under increased pressure. In this study, light is shed on how this issue is given shape in Swedish education policy in the 1990s, a period marked by significant changes in the field of education in Sweden. The core question is, more precisely, what direction is being marked out for the Swedish schools´ commission, laid down by law, to foster democratic citizens during this period.

    By taking an interest in how objectives, visions and motives are formulated in education policy texts from the 1990s, understandings of citizenship are mapped that characterize Swedish education policy during this period. In addition, a more extensive analysis is carried out, by means of which historical goals of the schools’ fostering of citizens prior to those of the 1990s are presented. The aim of the study is critical. The understandings are reviewed in order to revise what they include and exclude, as well as what possible consequences they may have for different individuals and groups, and whether there are conceivable alternatives.

    It is emphasised that two historical changes take place during the 1990s concerning the subject of the content and meaning of citizenship in Swedish education policymaking. Firstly, during the first part of the 1990s, a historically established citizen role is changed and replaced by other, more market-oriented roles. During the latter part of the 1990s, when the market orientation is reinforced in neo liberal courses, a second change emerges, the historically accepted basic idea of inclusion – the nation – as the “we”-creating reference for civic spirit is shattered. It is replaced by another – globalization – with other qualities that include and exclude different individuals and groups. Finally, on the basis of these findings, some conditions for a possible alternative are sketched. This alternative is given shape with the ambition of, to a greater extent than is made visible in Swedish Education policy, reasoning about possibilities beyond presupposed dividing properties for a “we”.

    The power of language for political and societal change has an important role in this dissertation. Political clashes concerning achieving preferential access to talk and interpretation about upbringing objectives are examined by analyzing the texts’ talk about the schools’ commission to foster citizens. Light is shed on the outcomes of these clashes by examining three vital areas for citizen upbringing, found to be crucial in this context: a political one, a cultural one and an economical and working-life oriented one. These citizenship discourses are elucidated and understandings of citizenship in Swedish education policy are given form and alternatives are discussed.

  • 171.
    Olson, Maria
    et al.
    University of Skövde, School of Health and Education. University of Skövde, Health and Education. Stockholm University.
    Gamalielsson, Jonas
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Gustavsson, Susanne
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Lundell, Björn
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Addressing Democratic and Didactic Implications of Different Technological Offerings in Compulsory School Teaching Practices2014In: Next Generation Learning Conference: Conference Summary / [ed] Erik Brunnert Walfridsson, Högskolan Dalarna, 2014, p. 52-62Conference paper (Refereed)
    Abstract [en]

    This paper draws from a multidisciplinary research study that aims to identify and analyse democratic and didactic implications of different technological offerings in compulsory school teaching practices. The research study also aims to develop strategies to promote learning through open knowledge processes in Swedish educational contexts. The overarching goal of our research is to contribute to systematic and in-depth knowledge of specific, education-related challenges in one of today’s most important ongoing changes in schools, the implementation of IT. In this paper we report on the current state of practice concerning the use of technological offerings in school and its democratic and didactic implications to the aim of elaborating on pedagogical and technological challenges in the context of compulsory school.

  • 172.
    Olsson, Katharina
    et al.
    University of Skövde, School of Humanities and Informatics.
    Ohlsanius, Annika
    University of Skövde, School of Humanities and Informatics.
    ”Det är så integrerat i mitt tänkande”: fem arbetslags resonemang om matematikens roll i förskolan2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The background to the study was that the school agency published a report stating that students, after completing school, did not meet the criteria to receive the grade “Pass” in mathematics. The study presents the reasoning of work teams from five different preschool departments’, about ways to work with the subject with children in the ages four to five. The study may help future teachers to develop new attitudes regarding mathematics in the preschool, by letting them take part of others pedagogues’ thoughts and experiences. We chose to first observe five preschools and then interview the five preschool departments’ work team. Some work teams believe that mathematics should not be dealt with as a theme in pre-school, but should rather belong to compulsory school, they consider mathematics as a subject that is always present anyway, as it creeps into other activities. Science, play, music and languages are examples of various subjects that mathematics is integrated in. The result shows that although the priority of mathematics in the preschool varies, the main focus is always language. What is considered as mathematics in the preschool is described as different types of problem solution; Room perception, Number sense, Categorization or Statistics are included. In the discussion, the work teams mainly focus on the use of everyday mathematics.

  • 173.
    Palm, Jenny
    University of Skövde, School of Humanities and Informatics.
    Barns sociala liv i hem och skola: Ur föräldrars och lärares perspektiv, relaterat till stressbelastande faktorer.2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study deals with children's stress load and if it has changed in the last ten or fifteen years?  The purpose of the study is to examine and illuminate teachers' reflections on children's social lives in the home and school, attitudes and language in early primary education today and for ten or fifteen years ago. It also aims to explore and highlight children's activities after school from a parent perspective. The purpose is limited to year 2 of primary school. The method I used was qualitative interviews with three teachers, as well as quantitative surveys with parents of children in two of the classes in which I interviewed the teachers. The results show that children today have increased attitudes changes including verbal insults and vandalism in the form of graffiti on benches and other materials in the school according to the teachers. Furthermore, the results show that children have a wide range of activities from a parent perspective and a wider range of activities than it was ten or fifteen years ago according to the teachers. Those teachers’ and parents’ opinions differ when it comes to homework.

  • 174.
    Partanen, Roger
    et al.
    University of Skövde, School of Humanities and Informatics.
    Bobadilla, Carlos
    University of Skövde, School of Humanities and Informatics.
    Eleven i dokumenten: En textstudie om eleven i styrdokumenten ur ett individ- och grupperspektiv2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Schools are controlled by several policy documents; these exist at national- local authorityand

    school level. It is up to each local government to hold responsibility and maintain the

    goals specified in the policy documents. The purpose of this essay is to study the texts that

    control schools and specific changes in the use of the term pupil throughout the policy

    documents. The study focuses on the term pupil in the governing documents: SOU 1992:94,

    Lpf 94 and one sample school curriculum. The research method used is text analysis

    comprising two specific branches: content analysis and discourse analysis. Using content

    analysis the term pupil can be seen in an individual and group perspective where the usage of

    the word shifts throughout the policy documents. In discourse analysis the term pupil changed

    meaning from the top document SOU 1992:94 to the bottom document, school level. In SOU

    1992:94 the pupil is part of a group whereas in the school curriculum document the pupil is

    viewed as an individual. The conclusions that can be made from this study are in agreement

    with Foucault’s view. The term pupil is used to regulate and standardise in both education and

    school situations, and a more specific meaning of the word pupil can be seen in the school

    curriculum than in the other two documents.

  • 175.
    Partanen, Susanne
    et al.
    University of Skövde, School of Humanities and Informatics.
    Lindström, Simone
    University of Skövde, School of Humanities and Informatics.
    Att lära och undervisa om bråk med olika nämnare: En Learning Study i årskurs 4, 6 och 92010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate the teaching and learning of fractions with different denominators as an object of learning in grade 4, 6 and 9. We concentrate more specifically on the comparison of fractions with different denominators as well as performing additions through transformation to a common denominator. Moreover, the study aims at finding out what is critical in order to learn this.

     

    We carried out a learning study, which is a kind of action research where the study is carried out in the classroom environment and where focus is on what the pupils is given the opportunity to learn. Moreover, a learning study is normally conducted in three cycles where the aim is to improve teaching during and between the different cycles. Our first cycle was conducted in grade four, the second cycle in grade six and the final and concluding one in grade nine. The lesson in grade four served as an introduction to fractions since the pupils were unfamiliar with the concept of fractions, yet the focus was on the function of the denominator, whereas the focus of the lessons in grade six and grade nine was on performing addition of fractions with different denominators. The process in each of the cycles in the learning study began with a pretest. The lesson was then planned according to the assumed critical aspects shown in the pretest before carried out. Each lesson was videotaped, and followed by a posttest about a week after the lesson. The material (pre-tests, lessons, and post-tests) from the three cycles were analyzed and thereafter also compared in order to find and compare critical aspects when it comes to the learning of fractions with different denominators.

     

    The result indicates that the critical aspects for pupils in grade four were the meaning of the denominator and the numerator and their relationship. These aspects were targeted in the lesson and the pupils’ understanding of this was improved after the lesson. Moreover, the result implies that the most important critical aspect in grade six, as well as in grade nine, appears to be to understand the proportional relationship between the denominator and the numerator. This aspect was targeted at the respective lessons, yet the pupils only showed little or even no better understanding after the lessons, and in some cases their understanding even became impaired. It appears as if the pupils in grade six and grade nine have the same difficulties when dealing with fractions with unequal denominators, and moreover they were on the same level when dealing with the fractions.

  • 176.
    Persson, Christina
    et al.
    University of Skövde, School of Humanities and Informatics.
    Grehn, Jessica
    University of Skövde, School of Humanities and Informatics.
    Medveten högläsning?: En studie om lärares arbete med högläsning2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    To create opportunities for students to develop their language as well as reading and writing abilities they need good role models. Through our education we have acknowledged how reading aloud makes it possible for the teacher to be a role model when it comes to reading, and how you can promote students development concerning language, reading and writing by talking about words, sentence construction and the written language. In our study we have examined reading aloud as an activity in the first years of schooling by identifying connections between what, when and why teachers read aloud.

     

     

    We have conducted a qualitative study in which we by interviewing teachers have accumulated the data on which we are basing our results. The result gives us three correlations between what, when and why teachers use reading aloud as an activity. The correlations has to do with the differences that are visible if a teacher uses reading aloud as an integrated part of the education or not. It is somewhat extraordinary that the teachers are showing a striking awareness of the effect that reading aloud has on the students language as well as reading and writing capabilities, but that this awareness is not always shown in their own statements of their work with reading aloud.

     

     

    Reading aloud can have the purpose of being a cosy moment, to develop the students language abilities in general as well as being beneficial for their development in reading and writing. There is a variation in the texts the teacher is reading from since reading aloud is conducted at different times of the day, and the opportunities for further work is dependent on the purpose with reading aloud.

     

  • 177.
    Pethrus Aronsson, Hanna
    et al.
    University of Skövde, School of Humanities and Informatics.
    Widén, Malin
    University of Skövde, School of Humanities and Informatics.
    Vad styr grundskolelärares val av undervisningsformer i språkundervisning?2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien har varit att undersöka hur grundskolelärare väljer sina undervisningsformer och vilka aspekter som spelar in. I litteraturdelen tar vi bland annat upp bakomliggande faktorer till varför grundskolelärare väljer den undervisningsform som de gör. Vi tar även upp vad eget arbete, traditionell klassundervisning och individualisering innebär. Den empiriska delen består av intervjuer med lärare som undervisar i språk. Lärarna har olika lång yrkeserfarenhet vilket inte var av avgörande betydelse för studiens resultat. Resultatet visar att det finns flera faktorer, som till exempel tid, erfarenhet och personlig övertygelse, som är avgörande för undervisningsvalet. Slutsatsen vi har dragit är att de två mest avgörande faktorerna ändå är personlig övertygelse och erfarenhet.

  • 178.
    Rajamäki Frykén, Anneli
    et al.
    University of Skövde, School of Humanities and Informatics.
    Svensson, Regina
    University of Skövde, School of Humanities and Informatics.
    Torstenfelt, Lena
    University of Skövde, School of Humanities and Informatics.
    På väg mot målen: En studie om samverkansprocessen kring individuella utvecklingsplaner ur ett lärar-, elev- och föräldraperspektiv2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Since January 2006, an individual development plan (IUP) should be prepared for every pupil in comprehensive school. The aim of development plan is to support pupils’ pos-sibilities to fulfil the goals of the National curriculum. General counsels of the National Board of Education (2005) states that both pupils and parents should be given the pos-sibility to influence on and participate in the work with IUP. We articulate that the co-operation process between teacher, pupil and parents concerning IUP, is of importance for pupils’ goal fulfilment. Therefore, the aim of the study was to elucidate how stu-dents and parents consider their participation in the cooperation process with IUP, and how the teacher involves students and parents in the process. In order to find out how the cooperation process concerning the individual development plan is considered by teachers, students, and parents, both qualitative and quantitative methods have been used. These consist of teachers’- and parents’ inquiries, and by pupils’ interviews. The result shows that both pupils and parents experience a great deal of participation con-cerning the work with IUP. The result also shows that the students through IUP have improved their awareness of the learning process. Regarding the teachers’ perspective, our study illuminates that teachers consider it important to involve both pupils and par-ents. Teacher’s reason for involving pupils in the work with IUP is to create participa-tion, motivation, and responsibility among pupils for an increased goal fulfilment. All in all, our study shows that a good cooperation process increases pupils’ goal fulfil-ment.

  • 179.
    Rannikko, Kirsi
    et al.
    University of Skövde, School of Humanities and Informatics.
    Johansson, Lina
    University of Skövde, School of Humanities and Informatics.
    Flerspråkighet berikar med rätt förhållnings- och tillvägagångssätt: En kvalitativ studie ur ett lärarperspektiv2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The National Agency for Education has sent out a message which questions the quality of teaching Swedish as a second language in the compulsory-school. The National Agency for Education wanted to illustrate the connection between mother tongue teaching and good results in teaching of the Swedish language. In this study experienced teachers´ attitudes and procedures where investigated. The teachers where studied to found out what illustrates and stimulates teaching multilingual pupils. In the study qualitative interviews and observations where used in a combination. Experienced teachers were given the opportunity to describe the teaching of multilingual pupils. The teachers has also been observed to examine the behaviours they showed in their attitudes and procedures which they used in their teaching. It emerges in the study that the communication is an important and central part of the teachers´ teaching of multilingual pupils. The teachers in the study worked with their attitude against multilingualism and could because of that make opportunities for cooperation and freedom in choices of teaching which encouraged the multilingual pupil. Interaction was a procedure which teachers in the study use in their teaching of multilingual pupils. Interaction was built on the teachers´ attitudes, work satisfaction and experience of teaching. According to the study the interaction was encouraged by cooperation between the pupil’s parents and mother tongue teachers. The teachers in the study wanted to point out the importance of word comprehension in teaching of multilingual pupils. The preparations for the reception of multilingual pupils are according to the study complex because the pupil’s need varies. In conclusion there was a discussion over which attitudes and procedures the teachers in the study experienced as the right ones for multilingual pupils.

  • 180.
    Rosengren, Marina
    et al.
    University of Skövde, School of Humanities and Informatics.
    Johansson, Anna
    University of Skövde, School of Humanities and Informatics.
    Inskolning i förskolan: En kvalitativ studie om föräldrars upplevelser och pedagogers resonemang av inskolning i förskolan2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to examine similarities and differences in parents’experiences and teachers reasoning of the introduction of children with no previousexperience of educational activities in preschool. The reason for this study is all abouthighlighting the different interests and needs that may exist during the introductionperiod. The survey is based on a qualitative approach in the form of six interviews withthree teachers working in preschool, and three parents who in the past six monthintroduced their child to preschool without any experience of the given topic. Thematerial have been analyzed with a phenomenographic perspective, where the focus hasbeen in finding differences and similarities in respondents experiences and reasoning ofthe phenomenon of children´s introduction to preschool. Finally, in the discussion, theempirical results are problematized with the literature that is presented in the sectionbackground. The result showed similarities in teachers reasoning and parentsexperiences where all think that the child´s security is the primary concern for theintroduction period. It turns out that parents concern for the child´s well-being after themoment of leaving the child can be a barrier to the child´s introduction. The resultrevealed differences in teachers reasoning and parents experiences of the parent's roleduring the child’s introduction. Teachers see parent`s active participation as animportant part during induction while parents see their role more as a moral support forthe child. It is also evident from the result that the teachers do not always follow theestablished introduction models. They seem to adapt the models in consideration to thechildren´s, parents, preschool teachers or the organization needs. The knowledge thatthis study contributes is important for how teachers can develop communicationbetween all parties during the child´s introduction to preschool. This study alsoincreases teachers and parents knowledge about three different introduction models andit highlights the different needs and interests that may exist during the induction period.

  • 181.
    Sandell, Maria
    et al.
    University of Skövde, School of Humanities and Informatics.
    Johansson, Marie
    University of Skövde, School of Humanities and Informatics.
    BARNS TECKNINGAR: En kvalitativ studie om barns delaktighet och inflytande2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Our interest has been to explore and describe how children in preschool are offered participation and influence in the preschools daily activities, such as children’s own created drawings. To study this, we have chosen to focus on preschool children´s drawings and how they are handled by the preschool teachers and other staff after they are completed by interviewing children. The purpose of this study is to explore and describe preschool children’s perceptions of how their drawings are taken care of. To specifically clarify how their drawings are displayed on the free wall surfaces in the preschool. The question to answer this then becomes “How do preschool children aged 4-5 years express their participation and their influence on how their drawings is handled by preschool teachers as documentation?”The method used is a qualitative interview of total 17 children participated in a total of nine interviews. This means that the number of participants en each group varied.The results show that children perceive their drawings as fine and therefore should be placed on the preschool walls so that both friends and families can view their creations. They perceive that it’s mainly the preschool teacher who takes decisions regarding selection of drawings and where to place them on the walls. Depending on when in the process surrounding the drawings are reviewed by the preschool teachers the children’s participation and influence varies. At an early stage, during the actual creation, participation and influence is greater, but it decreases further down in the creative process, as these drawings are created without the preschool teachers’ knowledge or interest. To capture the children’s thoughts the results is also analyzed on the concepts of how we view children and child perspective and children´s perspective.

  • 182.
    Schnitzler, Margareta
    et al.
    University of Skövde, School of Humanities and Informatics.
    Samuelsson, Hanna
    University of Skövde, School of Humanities and Informatics.
    Utmaningar i byggleken: en möjlighet att lära matematik?2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Wooden building bricks are among the most common toys in Swedish preschools. In this study, preschool children’s course of action was examined as they solved problems that arose during their free play with bricks. The children’s play has been observed and recorded with a video camera, and the result received is then related to theories of mathematics and of children’s learning. The conclusions drawn from the result are that preschool children, in their free play with building bricks, get plenty of opportunities to experience various aspects of mathematics. Furthermore, children come across problems that are relevant to them, which they deal with in different ways and sometimes solve. At times children practise strategies already known to them, and every now and then they are challenged to solve a problem through trial and error. It is clear that children may be in different phases, found in the study, as they solve a problem. These phases are dependent on how they choose to handle the arisen challenge in a particular case. Another conclusion drawn in the study is that children, as they face the variety of mathematical aspects and/or accept a challenge which leads to a problem solving situation, have considerable opportunities of learning.

  • 183.
    Sillanpää, Linda
    et al.
    University of Skövde, School of Humanities and Informatics.
    Skogsberg, Sofia
    University of Skövde, School of Humanities and Informatics.
    Ett förändrat förhållningssätt: En kvalitativ intervjustudie av pedagogers syn på att arbeta Reggio Emilia-inspirerat i förskolan2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a qualitative, empirical study based on interviews with six educationists working at Reggio Emilia inspired pre schools. The Reggio Emilia philosophy originates from northern Italy, where it developed after the Second World War. It was introduced in Sweden in the early 1980’s. The opinion within Reggio Emilia is that all children are rich and competent, and you constantly work on evaluation and development of the practice by help of pedagogical documentation, for example. The aim of the study is to examine if the educationists at two Reggio Emilia inspired pre schools are of the opinion that their approach has changed, compared to how they earlier exercised their profession in pre school. In the literary part of the study we describe the origin of the Reggio Emilia philosophy, the development of the Swedish pre school, and also when and how Reggio Emilia was introduced in Sweden. Furthermore we describe the fundamental ideas we have found to be the core of the Reggio Emilia philosophy. The result of the study shows that the educationists have changed their approach in five areas. They are of the opinion that they have changed their view of children and the way they work with documentation. They strive to involve children and parents more in the pre school activities, and also to make their pre school more involved in the community. The educationists have also changed the surroundings at the pre school to give the children the possibility to be more independent, and they are now working with age divided groups of children. In the discussion we reflect upon the importance for educationists being able to motivate to parents what their practice is based on, and also being able to explain the meaning of a Reggio Emilia inspired approach.

  • 184.
    Simonsson, Jenny
    et al.
    University of Skövde, School of Humanities and Informatics.
    Johansson, Malin
    University of Skövde, School of Humanities and Informatics.
    Förskollärares uppfattningar av ljudmiljöns påverkan på den pedagogiska verksamheten2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The pedagogical activities are affected by the sound environment that can either encourage or discourage communication. Since previous research conducted objective measurements more subjective studies are called for, this is what this study aims. The purpose of this study is to investigate how preschool teachers perceive that the sound environment affects the pedagogical activity. It also intends to investigate how preschool teachers perceive themselves encouraging a good sound environment. To answer the purpose, the following questions have been used: How do preschool teachers perceive the sound environments affect on the activity? What do preschool teachers perceive to be a good sound environment? How do preschool teachers perceive that they work to encouraging a good sound environment?The theoretical starting point for the study is von Glasersfelds (1995, 2000) radical constructivism and qualitative interviews were conducted. Six preschool teachers working in two different preschools participated. The interviews were semi-structured and the interview questions were based on the study's questions.The result shows that preschool teachers perceive preschool sound environment as "sometimes" loud. They are affected to some extent by the high noise level that may occur but express a high level of acceptance for it. It also appears that respondents used a variety of approaches and measures to improve the environment, both for their own and their children's sake. Preschool teachers are using the conditions that exist in their preschool to promote a good sound environment but some express that there are obstacles such as budget and fire hazard. The study shows that individuals perceive their environment differently based on their own experience.

  • 185.
    Skaremyr, Ellinor
    University of Skövde, School of Humanities and Informatics.
    Demokrati i praktiken: En etnografisk studie i förskolan2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att synliggöra hur demokrati kommuniceras på Månens förskola.  Hur kommer demokrati till uttryck och på vilket sätt kommuniceras barns delaktighet och inflytande i planeringen av en fest?

    Uppsatsen är en kvalitativ studie med en etnografisk ansats. Empirisk data av festens planeringsprocess samlades och observerades under tre månader. Fokus i studien var hur demokrati kommunicerades.

    I planeringsprocessen av Månens ettårsfest kom demokrati till uttryck på ett formellt sätt och på ett informellt sätt. Formell demokrati uttrycktes genom förskolans barnråd och demokratin var representativ, det vill säga sex barn representerade alla barn på förskolan vid beslutsfattande. Informell demokrati uttrycktes då barnen fattade beslut om att genomföra en show på festdagen. Barnens agerande i planeringsprocessen visade att barn har förmågor och förutsättningar att delta i demokratiska processer.

    Barnen på Månens förskola hade få möjligheter att bli delaktiga och få inflytande över planeringen av festen. Lärarnas agerande och förhållningssätt och det talade språket har haft stor betydelse för barnens möjligheter till inflytande och delaktighet.

  • 186.
    Sköld, Anders
    University of Skövde, School of Humanities and Informatics.
    "Man bara inte känner för att gå till skolan": Gymnasieelevers tankar om skolk2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    De metoder som används i undersökningen är en kvalitativ intervjuundersökning kompletterad med en kvantitativ enkätundersökning. De kvalitativa intervjuerna var den huvudsakliga datainsamlingsmetoden. Enkäten var den sekundära och ett komplement för att få ett bredare underlag. Intervjuerna beskrivs under fyra olika kategorier och enkätresultatet redovisas i stapeldiagram. Resultaten visar att eleverna skolkar av många olika orsaker såsom fysisk och psykisk trötthet, stress, kamratpåverkan, brister i undervisningen, brist på motivation, intresse och uthållighet. Dessa aspekter kan grupperas i fyra olika typer av förklaringar; individ-, skol-, kamrat- samt familjerelaterade faktorer. De elever som deltog i studien framhåller en god relation och ett gott bemötande av läraren som viktigt för att inte skolka. Eleverna vill ha inflytande över sin skolsituation och engagerade lärare som skapar intressanta lektioner.Slutsatsen blir att det är viktigt att upptäcka hög frånvaro tidigt och försöka motivera eleverna till fortsatta studier. Problemet är komplext och det finns inte en lösning som passar alla. Man får göra individanpassade lösningar för varje elev.

  • 187.
    Sköld, Angelica
    et al.
    University of Skövde, School of Humanities and Informatics.
    Säll, Petra
    University of Skövde, School of Humanities and Informatics.
    Matematik - En dimension i barns lek: En videoobservation om hur barn upptäcker och uttrycker de matematiska dimensioner de möter under den fria leken2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of our investigation in this study was to find out how children discover and express the matematic dimention they find i there free playtime on the preschool when they are in social interplay together with another children. To achieve this knowledge we chose to make an observation study with a descriptive direction. We chose to make our study according to the qualitative paradigm. In order to gather empirical foundation to our study we chose to document with the help of a videocamera. The result of our investigation show that children more than we first believed use there language to discover the matematic dimention thet express in the free playtime. Our study, according to earlier research, shows clearly that mathematics and language al the time must be as a natural element in the pedagogy at the preeschool and that is a question of activities to understand how to discover and express both of this dimentions for the children and the teachers.

     

    Our work with this study has given us a new and deeper insight of the significance of mathematical dimention in the preschool activity how sometime is difficult to find if you dont know what you are looking for. We also get a new  significance about how children express the matematics in a social interplay with another children.

  • 188.
    Smith, Mariam
    University of Skövde, School of Health and Education.
    Whose Story?: Exploring communicative practices among international development organisations using learning approaches designed for complex situations2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The context in which international development work takes place is often complex and requires learning approaches which pay attention to complexity. Change is unpredictable when development is viewed as a process including multiple actors with their changing relationships and boundaries. This ethnography investigates the cultural changes that take place in communicative practices among Non-Government Organisations that adopt ‘new’ learning approaches designed for complex situations. The study explores how Outcome Mapping, Outcome Harvesting and Most Significant Change, as cultural tools, make space for learning as participation. The data in this study was created through an ethnographic approach in the local context of Cambodia.

    The results of the study make visible the range of tensions that the change of learning approaches entails for the organisations focused upon in this study. The results show how the three learning approaches make visible power relationships and have the potential to change the roles of the actors in contributing towards positive change. The roles and relationships between vulnerable community members, government agencies, NGO staff, and donors change, having significant implications on practice. This is understood in terms of a dynamic process between agents, cultural tools and context. Learning systems are placed within tensions of multiple purposes for accountability and learning. This study sheds light on the range of changes in communicative practices that focus upon learning, in terms of horizontal and vertical communities of practice creating space for situated learning and meaning. Multiple stories with multiple voices can be an effective tool in support of learning in the context of these communities of practice in order to see positive social change.

  • 189.
    Stjernberg, Sandra
    et al.
    University of Skövde, School of Humanities and Informatics.
    Käller, Ulrika
    University of Skövde, School of Humanities and Informatics.
    Aspekter av biologi i förskolebarns fria lek: En observationsstudie2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Genom vår lärarutbildning på Högskolan i Skövde har vårt intresse för naturvetenskap och lek inom förskola väckts. Dessa två intresseområden ligger till grund för studien som fokuserar på barns fria lekar och biologi, i ett förskoleperspektiv. Läroplan för förskolan (Skolverket, 1998) menar att barnen i förskolan skall utveckla sin förståelse för djur och växter samt utveckla en förståelse för uppfattningen om den egna kroppen. Syftet med studien var att undersöka vilka olika aspekter av biologi som kan göras synliga av oss i tre- till femåringars fria lek. Studien har genomförts med hjälp av ostrukturerade observationer på förskolebarnens fria lekar både i utomhus- och inomhusmiljö. Observationerna dokumenterades genom löpande protokoll för att därefter analyseras och sammanställas. Utifrån analysen uppkom två områden, natur och människa. Djur, växter och svampar, människan i naturen, kroppen och dess funktion samt liv och död var det som uppmärksammades av oss i barnens lekar. I och med att observationerna skedde både inomhus och utomhus har även detta belysts i rapporten. Det visade sig bland annat att växter och svampar enbart uppmärksammades utomhus och fria lekar som uppmärksammade djur skedde inomhus.

  • 190.
    Svensson, Evstine
    et al.
    University of Skövde, School of Humanities and Informatics.
    Jonsson, Josefine
    University of Skövde, School of Humanities and Informatics.
    Matematisk problemlösning i grupp2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study illuminates one part of the mathematic teaching in school, which is mathematical problem solving in groups. It examines teacher’s and student’s ideas about what conditions it takes to be able to learn in groups. Further on, it studies the importance of group structure when it comes to working with mathematical problem solving in groups from a process focused and/or a product focused learning. Through observations of student groups and interviews with the students and the mathematic teachers, the material has been compiled and analysed under three different headings: conditions for learning in a mathematical problem solving situation, importance of group structure in a mathematical problem solving situation and process versus product. These headings follow as a main theme throughout the whole work.

    The result shows the importance of a good group structure concerning mathematical problem solving. It appears that it takes a lot of awareness from the students to be able to work with mathematical problem solving in groups and that the students must get the knowledge about what it means to work along this method. Earlier, we have seen that the intellectual differences among the students as important, but after this study we can see that the social differences are just as important.

  • 191.
    Svensson, Henrik
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Lindblom, Jessica
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Samverkan med företag: Utveckling av läraridentitet och förberedelser inför studenternas yrkesliv2016In: NU2016 Högskolan i samhället - samhället i högskolan, 2016, article id 6.5.1Conference paper (Refereed)
    Abstract [sv]

    Det finns flera goda skäl för den högre utbildningen att samarbeta med det omgivande samhället. Genom samverkan med rutinerade praktiker fick lärare ta del av hur användbarhetsarbete sker i praktiken. Detta har resulterat i en bättre förståelse över vad studenternas kommande yrkesliv, realistiska undervisningsmoment samt en stärkt läraridentitet.

  • 192.
    Svensson, Jenny
    et al.
    University of Skövde, School of Humanities and Informatics.
    Såndberg, Hanna
    University of Skövde, School of Humanities and Informatics.
    Håll dig på 25 meters avstånd!: En kvalitativ studie om sex lärares överväganden vid konflikthantering i skolans tidiga åldrar 2008Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     

    In this study were six respondents included, the study is a qualitative study, where unstructured interviews on the basis of a Case has been implemented. The study handles what previous research has handled about how to handle conflicts. Wahlström (2005) writes that conflicts is a part of life, required that we live in a social community. Conflicts are an essential part of social contexts, conflicts are also a movable process between people and there are always conflicts between people when all individuals have different wills, goals and ideas. The result shows that the strategies that are most common in this study is individual deliberations, class discussions or group deliberations. The result shows that the respondents choose to handle the conflict directly and to let the planned lesson wait and that the experience often governs the choice of strategy. In the discussion of the result we handle the result and the literature which has been problematized on the basis of the aim and the issues. We believe that the implications that conflict handling means for the education in the work environment and in the class room can be influenced negatively if conflicts not is handled in satisfying ways. The students can feel bad in various ways and sometimes perhaps it is not always to be seen, but you can sense that through other things, that the students get difficulties in concentrating or that they are mellow or sad. Therefore, we consider that it applies for teachers to try to prevent conflicts, and that teachers work in preventive ways where the students get to learn how to take consideration to their friends and fellow creatures.

     

  • 193.
    Sörqvist, Anna
    University of Skövde, School of Humanities and Informatics.
    Växthuseffekten - vad är det som händer?: Elevers handlingsberedskap och känslor kring förändringarna av vårt klimat2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Issues concerning the climate change are more urgent than ever before. During the last couple of hundred years the climate has been threatened by different causes, but it is not until today we are facing the consequences of our former action towards the environment. I allude to the greenhouse effect and its consequences. My aim with this paper is, from a teaching situation through a role play, to describe pupils’ action readiness and feelings concerning the green house effect. The questions I will find answers to are. How pupils’ knowledge and action readiness concerning the green house effect develops through a role play? How the role play affects the pupils’ feelings concerning the green house effect? The study has been carried out in a grade 9. The pupils began answering a questionnaire regarding the green house effect, their own actions and their feelings. Afterwards they carried out a role play where the green house effect and its consequences where discussed. To find out if the role play had influenced the pupils they afterwards had to fill in the same form again. The contribution of the role play is that the pupils have acquired deeper knowledge concerning the green house effect and their thoughts have become more global. The study showed that their action readiness was not particularly big and they were not worried about the future. Sweden is not in the danger zone and that can have contributed to their non worried attitude. Their action readiness is coloured by the fact that they do not want to change anything that would affect their ordinary day.

  • 194.
    Thorén, Anna
    University of Skövde, School of Humanities and Informatics.
    Välbefinnande och Känsla av sammanhang bland flickor i skolvardagen (ÅR 6)2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Swedish national survey "School children's health habits" have since 1985 asked children "What do you think about school these days?". School satisfaction decreases with age and unlike many other questions there are different views from boys 'and girls on this matter. Most obvious in the youngest age group, where girls more often say they feel very well at school (Swedish children's health habits, FHI 2005). In this study eight 12-year-old Swedish school girls from a small town in the west of Sweden describe their feelings about school. My method is to determine their SOC-value through a survey (Margalit & Efrati, 1996) based on Antonovsky's questionnaire for measuring Sense of Coherence (Antonovsky, 1987) and then interview them individually on the subjects of well-being, flow, and praise in school. They may talk freely about these topics and describe their feelings about different aspects of school. By assembling the different parts in the result an illustration of girls' well-being in the school setting is formed.

  • 195.
    Tiverman, Margareta
    et al.
    University of Skövde, School of Health and Education.
    Harju, Sofia
    University of Skövde, School of Health and Education.
    ATT LÄRA UT SVENSKA TILL BARN MED ANNAT MODERSMÅL: En kvalitativ studie om hur pedagoger lär två och flerspråkiga barn svenska2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to examine how an educator within preschool is working in order to learn out the Swedish language to children with a mother tongue other than Swedish. By learning we mean that children actively and consciously appropriate themselves something new that they do not have knowledge of since before. The study is conducted with a focus on interactions in gatherings, and interviews with educators. Our theoretical support is based on a sociocultural perspective since we have examined different interactions as well as teachers' awareness at language learning. In the result, we have been able to see that clear communication, concretization of the language and repetition as a form of education has got a big significant impact in the learning of the Swedish language. We also investigated whether there were any deliberate strategies for teaching the Swedish language in preschools. Based on the results we alerted that most educators working for strategies that they are not aware of. The teachers believe that they are going far with the experience they have gained through working with children with a mother tongue. Most of the teachers who participated in the study does not consider that it requires no special knowledge to work with two and multilingual children.

  • 196.
    Tornblad, Maria
    et al.
    University of Skövde, School of Humanities and Informatics.
    Fäldt, Marie
    University of Skövde, School of Humanities and Informatics.
    EQ-aktiviteter på förskolans dagordning: En studie om förskollärares uppfattningar av förändringar i det socioemotionella samspelet efter ett målinriktat arbete med EQ-aktiviteter på förskolan2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna studie har vi undersökt tre förskollärares uppfattning av förändringar i detsocioemotionella samspelet efter ett målinriktat arbete med EQ-aktiviteter på förskolan.Vi har i studien särskilt inriktat oss på följande aspekter av barnens socioemotionellaintelligens och kompetens; empati, prosociala färdigheter, relationsfärdigheter,kommunikationsfärdigheter, samarbetsfärdigheter, problemlösningsfärdigheter, självhävdelseoch självkontroll. De teoretiska begrepp som analyseras i studien är sociokulturellteori, Honneths erkännandeteori, socioemotionell intelligens och kompetens,prosocialt beteende, och socialt samspel. Datainsamlingsmetoden är kvalitativ ochbestår av semistrukturerade intervjuer. Resultatet visar att de intervjuade förskollärarnaanser att arbetet med EQ-aktiviteter på förskolan har förändrat det sociala klimatet ibarngruppen i en positiv riktning samt att barnens socioemotionella intelligens ochförmåga har utvecklats. Denna utveckling visar sig främst genom att barnen i högreutsträckning än tidigare visar benägenhet att agera på ett mer genomtänkt ochprosocialt sätt gentemot varandra i olika sociala sammanhang. I diskussionen behandlarvi kritisk reflektion, den verbala förmågans betydelse för den socioemotionellautvecklingen, samt förutsättningar för, och aspekter av ett målinriktat arbete med EQ–verksamhet på förskolan.

  • 197.
    Vallbo, Christina
    University of Skövde, School of Humanities and Informatics.
    Matematiksvårigheter i vardagen: elevers syn på hur de hanterar sin vardag utifrån sina matematiksvårigheter2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study focuses on pupil’s view how they handle mathematics learning disabilities in their daily life. The study is from pupil’s point of view and the ambition was to capture the pupil’s own thoughts and feelings. Observations and interviews were carried out with three pupils, in the age of 13, and their parents. The results show that all three of the pupils have difficulty in their daily life due to the mathematics learning disabilities. They have different problems from to plan their free time to plan when schoolwork should be submitted. The result of this is that the parents have to plan for them, even now when they are teenager’s and should be able to handle things like this by themselves. The pupils are not aware of the strategies they use to cope with the difficulties in mathematics. However, their parents are able to explain the strategies their children have developed. The emotions the pupils feel when they think about math class are that they feel dejected and they are under stress with thoughts as “will I fail again today”. It is very important how the teacher do talk to the pupils and this will affect the pupil’s self-confidence and they develop discomfort to mathematics. This study, unlike some other studies, does not show that pupils feel uncomfortable because they have special support. Instead they feel relief in visiting the support group.

  • 198.
    Viklund, Sara
    et al.
    University of Skövde, School of Humanities and Informatics.
    Setterberg, Louise
    University of Skövde, School of Humanities and Informatics.
    ARTEFAKTER PÅ FÖRSKOLANS UTEGÅRD: En kvalitativ studie om hur svenska förskolebarn interagerar med och uppfattar artefakterna på sin utegård2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study's purpose is to create a better understanding of how Swedish preschool children aged four to five years interact with and perceive the various artifacts on their patio. With artifacts means the physical tools that are on the preschool’s patio. We have chosen to focus on if the children play alone or with others, if they play by the given function or created function, and how they see the artifacts considering aesthetic judgments. We have used the method of the Mosaic approach that emphasizes the child's perspective. In our study have the children photographed the patio. Ten children were interviewed about the patio where the children's photographs were used to discuss. Four children guided us around the patio. The results showed that when the children talked about the pictures they came up with many different uses and opinions about the artifacts. During guided tours, we saw how four children interacted with the artifacts and we even got a comprehensive image of the patio. It turned out that the children used the sand together with the artifacts, which may be due to the sand is easily accessible and easy to move. It was also found that children think about their safety because the children showed a concern of falling from the artifacts that were highly placed. Our conclusion is that the patio offers privacy and play together with other children, and to use the given and created functions together with the artifacts. The results of the study show that the artifacts create a pleasant patio, which appears when the children gladly talk about and show the different artifacts.

  • 199.
    Vilhelmsson Ramshage, Bitte
    University of Skövde, School of Humanities and Informatics.
    Skrivpedagogiska diskurser: En textanalys av styrdokument i grundskolan2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Thoughts behind planning and implementation of writing instruction in primary school is influenced by the attitudes the teacher has to his/hers teaching. To view language and writing from different perspectives yields different results. This study aims to identify the type pedagogical approach that is reflected in the governing documents for the primery school. The study carried out through an extensive document analysis in which the discourses of writing were identified, focusing on approach to education, language and writing. The starting point of the analysis was five discourses on writing pedagogical approach, a skill discourse, a creativity discourse, a process discourse, a genre discourse and a social practice discourse. The results show that a few of the approaches were represented more then other´s in the governing documents, but that all the approaches, to some extent, can be found. Above all is a process-oriented approach, representative of the view of writing while a more general attitude to learning and teaching displays a creativity approach, the assessment is made to appear mainly on the basis of a skill approach. The result of the document analysis whas, as a secondary aim, compared with a smaller questionnaire survey and the result show that differences existed between survey responses. There are also differences in how prominent the different approaches are in the documents. In the discussion of the results, the relationship between the outcome and previous research is raised. There is also a comparison of selected points from the forthcoming, course plan draft that at the time of the study is in alteration.

  • 200.
    Westerberg, Gunilla
    University of Skövde, School of Humanities and Informatics.
    Pedagogisk ledare eller curlingrektor?: Arbetslagens förväntade behov av ledning och rektors roll2009Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
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