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  • 1.
    Ali, Bayan
    et al.
    University of Skövde, School of Humanities and Informatics.
    Fällgren, Åsa
    University of Skövde, School of Humanities and Informatics.
    Wennberg, Annelie
    University of Skövde, School of Humanities and Informatics.
    Nationella prov - stöd eller hot?: Några gymnasielärares uppfattning om de nationella provens betydelse2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

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

  • 2.
    Berggren, Karin
    University of Skövde, School of Humanities and Informatics.
    IT i skolan - på vilket sätt och varför i matematik och NO-ämnen: - Några lärares reflektioner -2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to investigate how some teachers in Mathematics and Science subjects use IT in their lessons for grades 7-9, their motives for using IT as a teaching tool, and if there was anything that they feel restricted or otherwise affected their use of IT.

    Interviews were conducted with four teachers from two different schools. How often the teachers used IT in their teaching varied depending on the subject. IT was most commonly used in the science subjects to introduce a new area of study, searching for information on the Internet, to illustrate something with the help of a film or filming their own sequence of events. The IT-information was also discussed and examined with the pupils, and a memorandum of the lesson could also be created. The reasons the teachers' used IT was to facilitate the pupils' learning as a way to diversify their teaching methods, to aid pupils with reading difficulties and to save the notes from the lesson for later use. Other reasons were to provide information through their homepage, to show other possibilities and pedagogical ways of using a computer and to teach the pupils to become critical of Internet sources. The greatest influences on the teachers' use of IT were, according to them, how much time they had and whether the IT equipment was in working order. The teachers also indicated that their own ability in IT, and how intrigued the students became in IT, played a role.

  • 3.
    Björegren, Johanna
    et al.
    University of Skövde, School of Humanities and Informatics.
    Karlsson, Malin
    University of Skövde, School of Humanities and Informatics.
    Förskollärares syn på små barnsspråkutveckling: Återupprepa tills barnet erövrar det!2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    We are two teacher students that have found it to be very interesting to study children inthe ages between one and three and their language development in preschool. We havechosen two put our focus on the gathering as a forum for linguistic development.During our trainee work of our education we have seen that preschool teachers look atthe gathering in different ways, and that they don´t always see it as a pedagogical tool tohelp children in with their linguistic development. When the amount of childrenincreases in the ward it can be difficult teach child the attention needed to stimulate thechild`s language development, we want to draw attention to the gathering. We chose toobserve three pre-school teachers and conduct interviews with these three, we selectedthree trained preschool teachers with varying lengths of work experience. We wanted tosee how they acted in the gatherings and find out what they did to promote children'slanguage development in the gathering. What we saw during our observations was thatthere were both singing and playing, but the pre-school teachers did not see thecollection as a tool but more as a way to entertain and inform children. We have studiedwhat is written about the gathering as an educational tool for children's languagedevelopment and found that it can advantageously utilize the gathering by playing wordgames, reading, and let the children talk to their friends in a way that the pre-schoolteacher would. Here they have the opportunity to step in and control what they wanttheir children to take part and practice but do so in a way that is fun for the kids. Wehave discussed and compared our results with what previously researchers andphilosophers have written. We want to encourage this study to see the collection as atool that has great potential in today's pre-school work, and that it is important not toforget the very youngest children just by having gathering that focus on the olderchildren, but working with collections of all ages.

  • 4.
    Dimenäs, Jörgen
    University of Skövde, School of Humanities and Informatics.
    Det här är jag, så har jag förändrats: en studie av personalens upplevelse av önskvärda förändringar i en kommuns utbildningsorganisation2006Report (Other academic)
    Abstract [sv]

    I den mellansvenska kommun, Gullspång, som är i fokus för denna studie, togs kontakter med Myndigheten för skolutveckling under 2001. Detta resulterade i en s.k.utvecklingsdialog där man fann det angeläget att utveckla olika områden inom utbildningsorganisationen. Denna studie berör några av de mål vilka formulerades under utvecklingsdialogen. I huvudsak innebar dessa att personalen skulle öka insikten i teorier om skolutveckling, samt att utveckla och fördjupa förmågan att analysera och utveckla lärandemiljöer och läroprocesser i den egna verksamheten. Personalen skulle vidare ges möjlighet att vidareutveckla förmågan att sätta mål och systematiskt granska och värdera de egna insatserna i relation till resultaten, samt att utveckla strategier och färdigheter att arbeta med utvecklingsarbete samt att följa upp och värdera resultatet av arbetet. Målgruppen var här att all personal, ca 150personer, inom kommunens utbildningssektor skulle delta under drygt ett och ett halvt år i föreläsningar och seminarier. Dessa leddes av såväl personer från denegna organisationen som personer från högskola ochuniversitet.Syftet i föreliggande studie har varit att beskriva personalens upplevelser av önskvärda förändringar av utbildningen för barn och ungdomar i kommunen. Resultatet är inte kvantifierat och beskriver således inte hur många som omfattas av de olika uppfattningar som företräds i undersökningen. Istället är det den kvalitativa aspekten som framställs. Resultatet visar att det är olika mönster som framträder när personalen ses utifrån en helhet. Den slutsats som går att dra av resultaten är följande: Gullspångs kommun har inom sin egen personal, företrätt av olika personer, en nödvändig kollektiv insikt för att bedriva ett uthålligt förbättringsarbete inom områden vilka kan betraktas som utbildningars kärnområden. Det finns en insikt att i ett förbättringsarbete ta sin utgångspunkt i de enskilda eleverna både vad gäller social utveckling och elevernas kunskapsutveckling. Det finns en viktig utgångspunkt i den egna professionen där ett förbättringsarbete alltid är utsatt för utvärdering och det finns ett fokus på lärande. Vidare finns insikten om centrala frågor i utbildningen val av innehåll och vikten av planering av innehållet så att elever uppfattar den röda tråden under sin tid i förskola, grundskola och gymnasium. Det finns också en medvetenhet om nödvändigheten av att finna mötesplatser så att exempelvis stadieövergångar kan ske på ett för eleven överskådligt och smidigt sätt. Personalen påpekar också att det krävs resurser för att bedriva verksamhet riktad mot en uthållig och utvecklande skola.

  • 5.
    Elgåsen, Karin
    et al.
    University of Skövde, School of Humanities and Informatics.
    Fahlgren, Ida
    University of Skövde, School of Humanities and Informatics.
    Pedagogers resonemang kring inomhusmiljön på en Reggio Emilia-inspirerad förskola2008Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     

    The choice of this study was made out of our interest in and curiosity about the indoor environment at the preschool and the way Reggio Emilia philosophy looks at Child and Man. The aim of the study is to describe and analyze four teachers' statements and discussion about the design of indoor environment one specific Reggio Emilia- inspired preschool. The intention was to try to catch underlying thoughts of importance for the indoor environmental design from teacher perspective. The study is based on four qualitative interviews with support from observations. In the literary part of the study we describe the Reggio Emilia philosophy and its view of child and learning, environment and how it is organized as well as age-based division of children. As a result we deducted that they see the children as competent and that the equipment is adapted after the child's age. However in the studio, which is a central part in Reggio Emilia, the equipment is adapted after the child's age and maturity. In the discussion we reflect over how the variation that teachers experience, really affects their attitude and work, as well as the education within the Reggio Emilia. The conclusion of the study is that the teachers are planning the environment in accordance with the children's needs.

     

  • 6.
    Eriksson, Josephine
    et al.
    University of Skövde, School of Humanities and Informatics.
    Winscheffel, Sofia
    University of Skövde, School of Humanities and Informatics.
    Att utveckla skoltradition och innovativa idéer: En metodtriangulering om interaktivt förändringsarbete2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the process of starting this study, the authors gave two schools the opportunity to take part in an interactive development work. After some thought, the schools chose to turn down our offer, which led us to consider on how schools in general look at interactive development work that involves external actors.

    The purpose of this study was to highlight possibilities and obstacles within school development, which is in interaction with outside parties, including teacher students and other researchers. The aim was likewise to study which possible affects there might be that could influence the personnel inside a school. We also aimed to promote and further a positive attitude towards this kind of change.

    Trough quantitative questionnaires, which were implemented on a chosen comprehensive school, we were able to pinpoint the general attitude towards development work in interaction with an outside part. Trough the collected answers we chose to design and carry out interviews of more qualitative character. Our aim was to complement and enter more deeply into some of the employer's thoughts about school development. The collected result showed a positive attitude towards an interactive cooperation with an outside part, but it also showed a lack of experience and knowledge within the topic. Through these four interviews our attention was drawn to our participants' creative ideas that they wished to develop. They also expressed that their ideas didn't get enough support from the school management.

    The conclusion of this study ends with concrete suggestions on how the selected school can analyze the organization, as well as find easy applicable ways on how to create a more positive attitude towards school development, in interaction with outside participants.

  • 7.
    Fredriksson, Helen
    et al.
    University of Skövde, School of Humanities and Informatics.
    Jansson, Kristina
    University of Skövde, School of Humanities and Informatics.
    Limé, Gunilla
    University of Skövde, School of Humanities and Informatics.
    Komplement, konkurrent eller verktyg: Aktörsperspektiv på datoranvändning på en förskola2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to explore and illuminate opinions to computer use as educational tools in pre-school from pedagogues, children, parents and school principal perspective, ie from different participant perspectives. Research on computer use in pre-school is marginal, so the ambition of this study is to some extent contribute to knowledge in this area. Ljung-Djärfs (2004) dissertation has been used as a source of inspiration as part of her performance has been the basis for our questions: What opinion do participants have about the computer as a pedagogical tool related to other activities? What opinion do participants have about the computer as a free choice in the pre-school activities? What opinion do the participants have about the computers’ relevance as an educational tool in the pre-school activities? The study has a qualitative approach in the form of a case study and was conducted at a pre-school in central Sweden with the help of interviews, surveys and observations. The results suggest three approaches to computer use as educational tools in pre-school - a complementary activity, a competing option, and a tool of learning. It appears that the computer is not considered high priority in the pre-school activities. Other activities, values and needs, such as language development and outdoor activities, are valued higher. One conclusion is that the views are characterized largely by a caring rationality. Finally it discusses the importance of a common view among the pedagogues in how the computer as an educational tool can be used in the pre-school activities.

  • 8.
    Gustafsson, Gerd
    et al.
    University of Skövde, School of Humanities and Informatics.
    Gustavsson, Susanne
    University of Skövde, School of Humanities and Informatics.
    Tiller, Tom
    University of Skövde, School of Humanities and Informatics.
    Ny i läraryrket2009Report (Other academic)
  • 9.
    Härling, Susanne
    et al.
    University of Skövde, School of Humanities and Informatics.
    Törnhage, Emma
    University of Skövde, School of Humanities and Informatics.
    "Som snickaren har sin hammare har vi pedagogisk dokumentation": Pedagogisk dokumentation som verktyg för verksamhetsutveckling i förskolan2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how preschool teachers describe the characteristics of pedagogical documentation, and how these teachers work with it. We will also highlight the possibilities and limitations that preschool teachers see in their work with this tool. Our interest in this topic was raised during our education and VFU (practical education) because we then experienced that pedagogical documentation is a working tool that is becoming increasingly common in preschool. This is a qualitative study in which we have chosen to use semi-structured interviews to collect the empirical material. The study is based on four interviews with preschool teachers who have all read or are reading the course Pedagogical documentation of IT support at University of Skövde. In the empirical material we have seen that the preschool teachers have a similar view about the purpose with pedagogical documentation and what it is. They work with the working tool in varying degrees and look different on the importance of the working tool for the development of their work. During the course at University of Skövde they have acquired different skills that have lead to that their work has evolved in different ways. The preschool teachers can see limitations in their work with pedagogical documentation but they foremost see the opportunities and how their own attitude towards it affects their work. Creating an effective job of pedagogical documentation seems to be a process that takes place in steps, where a developed attitude and technical knowledge leads to a focus on reflection and development in their work. We further discuss how the education of pedagogical documentation should be developed.

  • 10.
    Karpeby Johansson, Helena
    University of Skövde, School of Humanities and Informatics.
    Se mig, så finns jag!: En intervjustudie om lärares erfarenheter kring bekräftelse2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    We require reflection and affirmation from others to develop. Both litterature and previous researches within socialpsyhology and pedagogy makes clear, that we get sight of ourselves by seeing ourselves through the eyes of others. The way we are reflected or are affirmed has an effect on which image we have of ourselves. The purpose of this study was to examine what teachers consider affirmation is and also their experience of what impact affirmation has on a pupils' self-image. This study has a qualitative approach and the material of the study is the result of four individual interviews. The interviewees are teachers working in classes with pupils between the age of six and thirteen. This study's result showed that giving affirmation is to take notice to the pupils. The teachers are actively working with affirmation as a tool. The teachers use affirmation for exampel to raise pupils, to reinforce confidence in pupils' own ability and to give pupils answers of what can be right and wrong. Affirmation is expressed verbally, written or by bodylanguage. The result of this study also shows that the reasons the teachers are giving on why they affirm pupils, do lead to strengthening the pupils' self-image. The conclusion of this study is that teachers' role are of great importance in pupils development. When teachers affirm pupils, the pupil’s self-image are effected, which means that pupils personalitydevelopment is promoted.

  • 11.
    Lindwall, Emma
    University of Skövde, School of Humanities and Informatics.
    Alla lär olika: En studie om elevers lärstilar i relation till undervisning och klassrum.2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    How students learn and what the best conditions for learning could be issues that always existed in the school world. This essay is the concept is that "learning style" headquarters, but that does not mean the concept itself is perceived as completely new. It has conducted research on this topic for about 35 years. The study has dealt with learning styles in three different subjects, such as Swedish, mathematics and image. The purpose of this study is to obtain a deeper understanding of how teachers reflect on learning styles in relation to education and classrooms and how their applications in some school subjects are. The study portrays the importance of students' learning styles in the context of teaching and classroom environment. The essay is based on two methods, a qualitative and a quantitative method of survey has been used to collect empirical. Three interviews with teachers in years four and five and a survey of 42 students have formed the basis for the empirical data collection. The result shows that all three teachers, the basic theories of how learning styles should be used in relation to teaching and classrooms. But it is different, however, between the teachers in the degree to which these can be seen in their statements. Results also show that "learning style" as a concept is perceived in significantly different ways by different teachers. Neither the teacher nor the students made any difference in teaching planning in the different subject’s image, mathematics and swedish.

  • 12.
    Lundberg, Karolin
    et al.
    University of Skövde, School of Humanities and Informatics.
    Eriksson, Emma
    University of Skövde, School of Humanities and Informatics.
    Teknikämnets spår i skolans tidigare år.: En studie om teknikämnets förekomst och karaktär i grundskolans år ett till tre.2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study, through our own experience of the course outline andconsciously work on the subject of technology, is that it is inadequate through years oneto three. This, we felt prevent students' chances of achieving the objectives in thesubject technology at the end of year five. Despite our experience of the subjecttechnology’s negligence, we have still seen that teachers teach technology in year one tothree, but unconsciously. With this background, we became curious about the traces oftechnology education that do exist in primary school’s years one to three. The aim wasto study technology’s prevalence and nature of a more systematic and thorough analysisto critically examine how the subject of technology was reflected in mainstreameducation. The method of study is qualitative in nature, involving observations andnarrative field notes as data collection. The data collection was carried out at twodifferent schools and is based on twenty-one lesson observations.

    The results show that teachers' unconsciously technology teachings actually succeed inthe students in year one to three, by act or reasoning may relate to curriculum objectivesfor the subject in year five. The results found that teachers in years one to three createopportunities for students to acquire technical knowledge and skills, however,unconsciously, which we refer to as hidden technology education. We have also seenthat the teachers do not always take advantage of their student’s initiative, which resultsin lost opportunities to further develop the subject.

    Our view remains that teachers are unaware that part of their regular teachings actuallybelongs to the technology topic. We have seen hidden technology teaching and believethat it is lost to a large extent; therefore, there is hidden effectiveness that does notbecome visible to the teachers.

  • 13.
    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.

  • 14.
    Ndifor, Celestine
    University of Skövde, School of Humanities and Informatics.
    Institutionaliserade inne- och utestängningspraktiker: Utomnordiska gymnasieelevers upplevelser av det symboliska våldet i grundskolan2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My interest to study institutionalized discrimination, symbolic violence and themechanisms that create pull-in and push-out mechanisms in primary schools arose fromlived experiences both as a student and as a teacher in Sweden. Research on this subjectshows that school is a sieve, a place where symbolic violence is alive. School as it istoday is far from being an arena “for equal opportunities” since some pupils suffer theeffects of push-out mechanisms while others enjoy those of pull-in mechanisms. I haveused self-report as an investigative method to probe into the occurrence of symbolicviolence as experienced by pupils. School directors efforts to curb such practices andfoster equal opportunities within the context of “equal opportunities for everyone” havebeen looked into. Pupils’ experiences as narrated in this study by the pupils themselves,is indicative of weaknesses in portraying the code of ethics teachers are expected toadhere to. This symbolic violence is shown in the way these kids are treated in schoolby some teachers. These pupils tell about different forms of discrimination such as inawarding scores, teachers reaction with respect to late coming and the use of mobilephones in class. They relate stories of varying forms of punishment. Punishment isunleashed in case there is a squabble between them and ethnic Swedes or when scoresare to be awarded. These kids make a clear connection between the way they are treatedand their cultural background as well as their ethnic origins. Xenophobia and prejudiceare believed to be part of the reasons for such treatment in school. These kids feelpowerless and stigmatized. Alienation is struggled with by seeking solace amongst thefriends they have in school. What they recount to me creates a synchrony with thetheories of school as an arena for symbolic violence afore mentioned, and in this case,pupils of non-Swedish heritage. School directors have also been interviewed using thesame self-report method as for the pupils. They give an account of their experiences inconnection to deconstructing institutionalized discrimination. Such efforts by theseschool directors are geared towards working with fundamental values, educating bothpupils and teachers in interaction techniques, incorporating mother tongue teaching intoregular classroom teaching as well as working with equal treatment directive amongstother things. A Lex Sarah option or an involvement of the workers union has beenadvanced as possible solutions. This study can be seen as an eye-opener for students ofpedagogy, teachers and school employees at all levels, school directors, principals andgovernment officials dealing with school issues of all sorts. For those who plan coursesin teacher education, much can be learnt from this thesis.

  • 15.
    Olson, Maria
    et al.
    University of Skövde, School of Humanities and Informatics.
    Gustafsson, GerdUniversity of Skövde, School of Humanities and Informatics.
    Nya textvärldar i vår tid2010Collection (editor) (Refereed)
  • 16.
    Olson, Maria
    et al.
    University of Skövde, School of Humanities and Informatics.
    Gustavsson, SusanneUniversity of Skövde, School of Humanities and Informatics.
    Utbildning och lärande. Tema : Utmaningar och perspektiv på verksamhetsförlagt lärande2012Collection (editor) (Refereed)
  • 17.
    Orlenius, Kennert
    University of Skövde, School of Humanities and Informatics.
    Vision - förverkligande - utveckling2005Report (Other academic)
  • 18.
    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.

  • 19.
    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.

  • 20.
    Westin Kornblad, Birgitta
    et al.
    University of Skövde, School of Humanities and Informatics.
    Larm, Marita
    University of Skövde, School of Humanities and Informatics.
    Pedagogers utsagor och resonemang om mötet med barn som är identifierade med språkstörning.2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    One of the most important tasks of school is to teach all children to read. The aim of thisstudy is to elucidate and to analyze the statements and arguments, of the pedagogues,concerning meeting with children with identified language disorder. We want to spotwhat is said to be of significance in order to stimulate these students' readingdevelopment in the first to the third grade. In order to find answers, to the questions ofthe issues, we have used a qualitative method with unstructured interviews. In the studyfive pedagogues were interviewed, all of them with experience of working with studentswith language disorder. The result shows that the opinion of the respondents, aboutwhat is of significance in order to stimulate the reading development of these students isthe relationship to the student, to meet on the level of the student, organizationflexibility, amount experience, external help and parent collaboration. With support ofschedules the student’s individual reading development can be followed and the workaccordingly organized by the pedagogues. The difficulties influence their learningthrough the years and primary their reading development. Therefore, the strength of thestudent and the using of the five senses must be taken to heart in the education, in orderto better incorporate reading. Of great importance for reading development, of studentswith language disorder, is tailored, structured and joyful stimulus of the language, inways of variation and also the student’s motivation. Fundamental, as the pedagoguesstress in the statements, is the need of information before meeting with these students,the importance of linguistic awareness and the part taking of the parents.

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