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  • 1.
    Aarnio-Linnanvuori, Essi
    University of Helsinki.
    Environmental issues in Finnish school textbooks on religious education and ethics2013In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2013:1, 131-157 p.Article in journal (Refereed)
    Abstract [en]

    Solving global environmental problems requires a major change of values. As relates to environmental education, worldview, ethics and spiritual issues are important elements. But how are environmental issues included in such school subjects that especially discuss values and ethics? In this article I examine 24 Finnish religious education and ethics textbooks to analyze, to what extent environmental issues are integrated and discussed in them. I conclude that there is confusion about what environmental education can be in societal school subjects. The environmental texts in textbooks do not always draw on the specific content of the societal subject in question but repeat content from the natural sciences. Therefore, I suggest contexts and perspectives for discussing environmental issues that would comport with these subjects and supplement existing environmental education at school.

  • 2.
    Abdul Basheer, Abdul Naeem
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Teachers’ perceptions about constructivist learning in Afghan Schools.: Mathematics teachers’ perceptions and usage of question-answer, individual and group work methods considering constructivism.2015Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    A special attention has been given to education system in Afghanistan after new government established in 2001.Initially in 2001, the ways of teaching and learning were mainly based on behaviorist approaches. This behaviorist approach to learning and teaching is gradually changed to cognitive and constructivist approaches which are mostly used in advanced education systems. These approaches to learning and teaching are mainly focused on learners themselves. Therefore, student-centered and active learning became the buzzwords in education system in Afghanistan. This study investigates constructivist learning in Afghan secondary schools. It is vast to investigate each and every aspect of constructivist learning. So, I have selected to investigate the mostly used methods (question-answer, individual and group-work) considering constructivism in Afghan secondary schools. The mentioned methods are investigated in the light of constructivism. I have investigated the methods considering four criteria of constructivist method given by Baviskar et.al, (2009). The criteria are: assessing student’s prior knowledge, differentiating what is already known and what should be learnt, changing students pre-concept in the context of new knowledge and reflection on learning. Teachers’ perceptions were found through questionnaires and their use of these methods was observed from classroom observation.

    Findings show that, around half of the teachers perceive the mentioned methods in line with constructivism while remaining teachers still perceive to use these methods as a traditional way of teaching. Furthermore, teachers perception based on their answers is not similar to their teaching practices considering constructivism. It means teachers’ responses in the questionnaires did not conform to their teaching practices from classroom observations. Moreover, generally teachers seem to be more constructivists in perception and applying individual work method as compared to group-work activities. In some cases, teachers who participated in pedagogical workshops answered questionnaire more in line with constructivism as compare to the teachers who did not participate in pedagogical workshops in the past.

  • 3. Abdul Mosawer, Barakat
    Public and private Teacher Training Colleges in Afghanistan.: A Comparative Study of Students’ and Teachers’ Motivations and Their Enrolment Procedures in Public and Private TTCs, Kabul-2015Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    The primary objective of this study, conducted in Kabul province, is to find out important differences and similarities between public and private Teacher Training Colleges that are operating in 2014 and to find out implications such variations might have for quality of teacher education. Secondary objectives of this study are: a) to explore possible associations between demographic and socio-economic characteristics of student-teachers and the type of Teacher Training Colleges and b) to explore possible association between motivations behind studying in Teacher Training Colleges and the type of Teacher Training Colleges.

    This study has targeted directors, lecturers and students from the Teacher Training Colleges. Questionnaires were prepared including items concerning demographic and socio-economic information and thereafter distributed to all three groups. Furthermore, the participants responded about the motivations for students and teachers to enroll in the Teacher Training Colleges. The study will also investigate if eventual differences existed in the enrolment procedures of the students and the recruitment process of the teachers between public and private Teacher Training Colleges.

    Based on Ministry of Education’s policy implementation this study found more similarities than differences between public and private Teacher Training Colleges. Differences included enrolment of students through advertisement by the private Teacher Training Colleges while public Teacher Training Colleges enrolled students through the university-admission test called kankor. The recruitment process of teachers’ was the same, at both public and Private Teacher Training Colleges –in which recruited teachers should have minimum 75% average marks at university. The main motives behind teachers’ teaching at public and private Teacher Training Colleges were either close distance to their houses or similar cultural environment at Teacher Training Colleges. Likewise, many students at Private Teacher Training Colleges were enrolled because of high quality of education. Meanwhile Public Teacher Training Colleges, students argued that the study facilities in Public Teacher Training Colleges are better, thus they want to continue education at Public Teacher Training Colleges.

  • 4.
    Abelsson, Anna
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    2 minuters träning per arbetspass.2015In: Samverkan 112, ISSN 1650-7487, Vol. AprilArticle in journal (Other academic)
  • 5.
    Abelsson, Anna
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Att träna på en patient som går att starta om2015Conference paper (Other academic)
  • 6.
    Abelsson, Anna
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Att vara doktorand2014Conference paper (Other (popular science, discussion, etc.))
  • 7.
    Abelsson, Anna
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Simulering som pedagogisk metod: ett sätt att träna olika patientsituationer2015Conference paper (Refereed)
  • 8.
    Abelsson, Anna
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Vad gör man när man jobbar på ett universitet och forskar om ambulansen?2013Conference paper (Other (popular science, discussion, etc.))
  • 9.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Education, Department of Education.
    African education systems, a postcolonial perspective.2012Conference paper (Refereed)
  • 10.
    Abraham, Getahun Yacob
    Göteborgs Universitet.
    Compulsory School Curricula of South Africa (RNCS, 2002) and Sweden (Lpo94).2008In: Compulsory School Curricula of South Africa (RNCS, 2002) and Sweden (Lpo94)., 2008Conference paper (Refereed)
    Abstract [en]

    Compulsory School Curricula of South Africa (RNCS1, 2002) and Sweden (Lpo 294).

    Abstract

    The aim of this paper is to analyse the compulsory school curricula of South Africa and Sweden. It focuses on contexts for their introduction, main actors in the process, democratic values they contain and their similarities and differences. Norman Fairclough’s Critical Discourse Analysis (CDA) is used for analysis. The curricula and references to other literatures show similarities and differences. Contextual similarities are that both countries were once under oppression and their masses were isolated from the education process and more resources were invested on their elites. At present the curricula of both countries strives for democratic education. A major difference is equal opportunities for the students to attend a school of their choice are higher in Sweden than in South Africa. The Swedish curriculum is more concrete on issues related to students, teachers and other school staff’s rights and responsibilities, and on relations between school, home and society.

    Key words: South Africa, Sweden, Curricula, and Democratic values

  • 11.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Critical Pedagogy: Origin, Vision, Action & Consequences2014In: KAPET, ISSN 1653-4743, Vol. 10, no 1, 90-98 p.Article in journal (Other academic)
    Abstract [en]

    Critical pedagogy is a transformation-based approach to education. The aim of this article is to introduce the origin, vision, action and consequences of critical pedagogy. It also aims on finding out about educators’ possibility of actualising it in their practice. As a source materials articles, book chapters and books are used. The literature shows that critical pedagogy has its origin in the tradition of critical theory of the Frankfurt School and the work of the Brazilian pedagog Paulo Freire. According to the literature, its major theses is that education should go beyond transfer of knowledge and training the future labour force; to help developing critical consciousness, which leads to transformation of the individual, learning environment and society at large. Critical pedagogy is criticised for a focus on macro level system, for not having a model for classroom implementation and for being abstract. Despite some critics, I argue that critical pedagogy has still the potential to empower those in the field of education to increase their consciousness about the injustice in their society and to involve in transforming it.

     

    Keywords: Critical pedagogy, critical thinking, critical theory, dialogue, Frankfurt School, transformation.

  • 12.
    Abraham, Getahun Yacob
    Göteborgs Universitet.
    Curriculum Reform and Life Orientation Education in Post Apartheid South Africa2010In: Education Policy / [ed] Gregory Papanikos, Athens: Athens Institute for Education and Research , 2010, 79-102 p.Chapter in book (Refereed)
  • 13.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Democratic Values in the Comprehensive Schools Curricula of the Nordic Countries.2013Conference paper (Refereed)
    Abstract [en]

    Democratic values in the comprehensive schools curricula of the Nordic countries.

     

    The major focus of this paper is to find out which aspects of democratic values are emphasised in the comprehensive schools curricula of the five Nordic countries. It is also an intention of the paper to find out similarities and differences in emphasis and if available data allows to further investigate the reasons for differences and similarities.

    Major sources for the work were curricula of comprehensive schools from the different Nordic countries. Each countries current curriculum was closely read to understand their contents and to undertake comparative analysis. Text analysis was used as a major tool to look closely at the text and context. For further knowledge journals on curriculum studies and other relevant materials were consulted.

    A preliminary review of the general section of comprehensive schools curricula of these countries show:

    In the Danish curriculum participation, responsibility and understanding rights and duties are emphasised.

    The Finnish curriculum raises issues on human rights, equality, natural diversity, preservation of environment and multiculturalism. Responsibility, a sense of community and respect for the right and freedom of the individual are emphasised. General diversity and gender equality are given significant attention.

    In the Icelandic curriculum the major focus is human rights, collective responsibility, participation, influencing, and respect. Concern for people, animal and the environment are included in the curriculum. Critical thinking and reflection, active cooperation & collective responsibility are also emphasised.

    The Norwegian curriculum mentions understanding, cooperation, independence, individual freedom and tolerance as important issues.

    Swedish curriculum raises issues on respect for human rights, respect for persons and the environment. It considers inviolability of human life, individual freedom and integrity, equality between women and men, solidarity with the weak and vulnerable as crucial points. Sense of justice, generosity of spirit, tolerance and responsibility, well-being and development of the individual, no discrimination and personal responsibility were among the areas the curriculum lifted up.

    The curricula in these five countries give room for democratic values. There are some variations on emphasises on specific issues. But all the curricula include issues of rights and responsibilities.

    Keywords: curricula, democratic values, Nordic countries

  • 14.
    Abraham, Getahun Yacob
    Utbildningsvetenskapliga fakulteten, Göteborgs universitet.
    Education for Democracy?: Life Orientation: Lessons on Leadeship Qualities and Voting in South African Comprehensive Schools2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study takes as its starting point how teachers understand, interpret and teach social development aspects of Life Orientation in South African comprehensive schools. The specific focus is on lessons on leadership qualities and voting for third grade learners in four schools, each dominated by either Black, Coloured, White or mixed groups of learners. Field work with an ethnographic approach and a qualitative strategy was used to gain access to empirical data. Policy and curriculum documents, guidelines and textbooks were used. Classroom observations in four classes and interviews with 14 third grade teachers were conducted. Theoretical concepts of construction, deconstruction and reconstruction are applied. Ulf P Lundgren’s Frame Factor Theory is used to study school organization. Basil Bernstein’s Pedagogical Devices are considered when examining the different levels of pedagogical activities. To be a teacher in South Africa one needs to attend at least two years of teacher education after completing high school. Teachers in the classes studied underwent their teacher education during apartheid years. Due to limited in-service training, they sometimes experience problems of understanding and interpreting the learning area, which they usually tackle by consulting documents, colleagues or school authorities. The learners’ understanding varied based on their family background and type of school they attended. There were enormous differences in material, financial and organisational resources between classes and schools. The resources for teaching leadership qualities and voting were not, however, different between the classes. The lessons were teacher dominated and direct transmission was used as a method. The way teachers facilitated the lesson on leadership qualities and voting varied but all showed some democratic shortcomings. Apart from answering questions, learners were neither invited nor encouraged to participate to further their understanding of the theme. Limited aspects of leadership qualities were discussed, individual leaders’ roles were emphasised and the teachers picked candidates for class leaders in three of the classes. It was also evident that the class environments were not suitable for critical or creative thinking and democratic upbringing. The schools reproduced norms, values, languages and cultures of the different groups. Officially, teachers emphasised the common national South African identity. This emphasis on national identity could disguise the injustice some groups experience in society.

  • 15.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Life Orientation: Lessons on leadership qualities and voting in grade three classes in South African schools2013In: Online Educational Research Journal, ISSN 2044-0294, E-ISSN 2044-0294Article in journal (Refereed)
    Abstract [en]

    Life Orientation: lessons on leadership qualities and voting in grade three classes

    Abstract

    The focus of this study was lessons on leadership qualities and voting in grade three classes in four Eastern Cape schools. Frame factor theory and theory of pedagogical devices were used. The study employed text analysis, classroom observation in four 3rd grade classes and interviews with 14 third grade teachers as sources of data. The results of the study indicated there were differences among teachers when it came to understanding and interpreting the theme. The teachers interviewed have general qualifications but lacked training to teach this theme. Between the schools there were differences in manpower, material and financial resources. There were similar teaching procedures although there were differences in teachers’ approaches. Learners’ understanding was influenced by family background. In general, teachers dominated and controlled the whole procedure by proposing candidates and vote counters. Findings from this study could be relevant for teachers and other school personnel for their future commitment to teaching democracy by practising it. Keywords: Classroom, democracy, differences, leadership qualities, learners, life orientation, participation, South Africa, teachers, voting

  • 16.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    New Public Management in the Swedish Higher Education2016Conference paper (Refereed)
    Abstract [en]

    The focus of this study is to find out about the neoliberal New Public Management entry into the Swedish higher education institutions, its effect and the possible alternative to it. The study is based on articles in academic journals, policy documents and government sponsored reports. The result of the study shows that the Swedish higher education institutions are influenced by New Public Management. This is visible as market characters such as efficiency, competition, quality control, customer satisfaction is highly valued at present in the higher education. There is also emphasis on manpower training for the labour market. Easily measurable knowledge for immediate use of economic growth are prioritized at the expense of critical and analytical knowledge. Higher education’s autonomy is to some extent violated, collegial leadership is replaced by appointee leadership, staff are under pressure to follow instructions instead of exercising their academic freedom. Based on these findings I will argue against these trends and emphasis on the importance of all partners in higher education to review the present condition in order to facilitate the possibility for keeping higher education (universities) as public autonomous institution, to keep academic freedom intact, to assure that higher education should have both professional and democratic contents, and that higher education should continue to undertake basic long term and short term research for immediate use.

  • 17.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Nukruma’s and nyerere’s educational visions: what could contemporary africa learns from them?2014Conference paper (Refereed)
    Abstract [en]

    NUKRUMA’S AND NYERERE’S EDUCATIONAL VISIONS – WHAT COULD CONTEMPORARY AFRICA LEARNS FROM THEM?

     

    Getahun Yacob Abraham

    Senior Lecturer

    Institution for Pedagogical Studies

    Karlstad University  

     

     

    This study tries to assess the educational visions of two post independent African leaders, Kwame Nkrumah and Julius Nyerere. The focus is on, what could contemporary Africa learn from their visions on developing the welfare of society through education? To answer this question a literature review of their own works and other writers was conducted. The review shows that they emphasised on the need for education for further development in their own and other countries in the continent. They also focused on relating education with the local reality with due concern on the relevance of knowledge of the global reality. The instrumentality of education to change the life of the masses was given a vital place. For them  education should aim at including all sectors of society and on creating equality among the population instead of contributing to evolving an elite class that selfishly prioritize its own interest than the society at large. They stressed that education should not be too theoretical in the expense of the practical activities. According to them the purpose of education should go beyond individual gains and take into consideration the welfare of the whole society. In line with their visions information technology and welfare development in the continent should be assumed in a way that benefits the broad masses.  

     

     

    Key words: contemporary Africa, Education, Nkrumah, Nyerere, visions

  • 18.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Vägen från antagonism till agonism i Sydafrika, utbildningsreformer och läroplaner efter apartheid2014Other (Other academic)
  • 19.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    What are the aims of the lessons on role models?: Teachers and pupils’ understanding of the theme in South African comprehensive school classes.2015In: Online Educational Research Journal, ISSN 2044-0294, E-ISSN 2044-0294, Online Educational Research Journal, ISSN 2044-0294, Vol. 5, no 5Article in journal (Refereed)
    Abstract [en]

    Role models was one of the themes for lessons in the Foundation Phase in the South African Revised National Curriculum Statement of 2002 (RNCS; Department of Education, 2002). The focus of the article is to discuss how teachers understood, interpreted and presented the theme to their pupils and how their pupils responded to it. The study is based on policy texts, observation of lessons and textbooks. Foucault’s concepts of normalisation and normalising judgment and Connell’s concepts of masculinity and sex roles are used to analyse results. The results of the study show similarities and differences in understanding and preferences of role models by teachers and pupils. While teachers emphasised officially known people as role models, some pupils considered family members and other people in their neighbourhood.Mandela was a favoured role model in most classes. Even if the theme of the lessons was role models, I argue that the covert agenda is normalising pupils to the existing dominant social norms of the society.

     

     

  • 20.
    Abraham, Getahun Yacob
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    von Brömssen, Kerstin
    Learning through short field studies, Swedish students voice on field studies in schools in South Africa.2014Conference paper (Refereed)
    Abstract [en]

    Abstract

    The focus of this study is to explore in what way a short term field study can contribute to teacher students intercultural learning and professional development. The role that firsthand experience plays in culture learning has invariably been discussed to be a critical part in intercultural learning (Quezada 2012, 8). The empirical material for the study consists of interviews before, during and after a two week field study conducted with six Swedish teacher students in South Africa. Observations during the field visits were also part of the used methods. The students specifically reflects on the observed language barriers for children who are attending education with other languages than their mother tongue, strong discipline in classrooms and resource differences between schools. According to the students diversity in the culture and seeing pupils with diverse backgrounds in the same context will be helpful for their future carriers. They believe in particular that the field study experience will help them to meet pupils with diverse backgrounds in their own school classes. They also believe the field study helped them to gain an understanding of the Swedish education system in comparison to others. Thus, we argue that a short term field study can contribute to intercultural learning and professional development, although findings also suggest that the tutoring in the field plays a crucial role.

  • 21.
    Adamson, Frank
    et al.
    Stanford University.
    Åstrand, Björn
    Karlstad University.
    Privatization or public investment?: A global question2016In: Global education reform: How privatization and public investment influence education outcomes / [ed] F. Adamson, B, Åstrand & L. Darling-Hammond, Routledge, 2016, 1, 1-15 p.Chapter in book (Other academic)
  • 22.
    Adamson, Frank
    et al.
    Stanford University.
    Åstrand, BjörnKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.Darling-Hammond, LindaStanford University.
    Global education reform: How privatization and public investment influence education outcomes2016Collection (editor) (Other academic)
  • 23.
    Adermark, Christopher
    Karlstad University, Faculty of Arts and Education.
    Matematik i Kunskapsskolan2008Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 24.
    Adler, Camilla
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Från forskningsresultat om god undervisning till lärarens praktik: En kvantitativ studie om lärares uppfattning av god undervisning.2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka lärares uppfattning om gynnsamma faktorer för elevers kunskapsutveckling med särskild tonvikt vid formativ bedömning och processer av skolutveckling som behöver initieras inom verksamheten.

    Undersökningens resultat kan utgöra grund för ett arbete på skolor där man önskar sträva efter att stärka lärares insikter och medvetenhet om det forskningen pekar ut som faktorer för framgångsrik undervisning.

    Undersökningen har genomförts som en kvantitativ enkätundersökning med lärarpersonalen på tre grundskolor i en och samma kommun i Västra Götaland. Enkäten undersöker lärares åsikter om faktorer som är viktiga för framgångsrik undervisning, samt hur samma lärare beskriver sin egen undervisning i förhållande till dessa faktorer.

    Undersökningen visar att det finns en stor samstämmighet mellan faktorer som utpekats som viktiga för elevers kunskapsutveckling och de beskrivningar som anges kännetecknande för den egna undervisningen i de allra flesta fall. Samstämmigheten är köns-, stadie-  och åldersöverskridande. De tre faktorer som lärargrupperna anser har mest betydelse för elevernas kunskapsutveckling är att ge feedback som har fokus på möjliga förbättringar, att undervisningen har ett tydligt syfte, samt att regelbundet följa upp att eleverna förstår innehållet.

    På ett område gäller inte samstämmigheten inom lärarkollektivet. Undersökningen visar en markant skillnad mellan lärare med få år i yrket respektive många år i yrket när det gäller beskrivningen av hur man använder sig av formativ bedömning i det egna undervisningsarbetet. Lärare med mer än 15 år i yrket anger i hög utsträckning att man använder sig av formativ bedömning, medan lärare med färre år i yrket i liten utsträckning anger detta.

  • 25.
    Adolfi, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Lekens betydelse för lärandet av matematik i förskolan: Pedagogers syn på vilken betydelse lek har för barns tidiga matematiska utveckling2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine how five teachers in a selected preschool work with play and mathematics. Also, this study examines how teachers believe that preschool affects children's mathematical learning today and in the future. The methods I have used are relevant research and literature on the subject. I have made qualitative interviews with five teachers. The study shows that the teachers think play is important for children when it comes to learn   mathematics, and they also think mathematics is everywhere in children’s play. All teachers believe that it is important that children get a basic ground for mathematical thinking in preschool, so it becomes a habit and a natural thing for them. It is also important that they get the basic concepts with them before they start elementary school. Many of the teachers mention that they want their children to look upon mathematics as something fun and exciting.

  • 26.
    Adolfsson, Monica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Lärares arbetssätt och material som kan hjälpa elever med dyslexi2016Independent thesis Basic level (university diploma), 60 credits / 90 HE creditsStudent thesis
  • 27.
    Adrian, Josefin
    Karlstad University.
    Hade vi haft nån sån, då hade litteraturen funnits: Om vilka diskrimineringsgrunder som finns representerade i några förskolors val av barnlitteratur samt syftet med valen av dessa böcker2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 28.
    af Kleen, Suzanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    ”Det kan inte vila på mig att klara allting själv” Några elevers erfarenheter av att använda alternativa verktyg i sitt lärande: Några elevers erfarenheter av att använda alternativa verktyg i sitt lärande2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att bidra med en fördjupad förståelse för erfarenheter av att använda alternativa verktyg hos elever med dyslexi. Studien som är en kvalitativ undersökning bygger på intervjuer av tre elever. Utifrån deras berättade erfarenheter har berättelser skapats. De har sedan analyserats med utgångspunkt i den sociokulturella teorin och resultatet har avslutningsvis diskuterats i relation till tidigare forskning.

    Resultatet av studien visar att elever, med hjälp av alternativa verktyg, artefakter, kan klara av det som ligger utanför deras förmåga. Verktygen används när eleverna behöver stöd i sitt lärande när det gäller att läsa och skriva. För att kunna använda verktygen på bästa sätt är både eleverna och lärarna i behov av handledning och tid för implementering.

    Elevens självbild spelar stor roll för deras villighet att använda alternativa verktyg. Eleverna menar att det skulle kännas bättre att använda verktygen om lärarna informerar alla elever i klassen om dyslexi och hur de alternativa verktygen kan stödja elever med funktionsnedsättning i deras lärande.

    Denna studie kan bidra med förståelse för hur viktig lärarens samtal- och handledningsroll är när det gäller elevens användande av alternativa verktyg. 

  • 29.
    Agnarson, Mats
    Karlstad University, Faculty of Arts and Education.
    Portfolio som arbetsredskap i skolan.: En studie kring portfolio och dataprogrammet Portfolio Manager 2.2008Independent thesis Basic level (degree of Bachelor), 40 points / 60 hpStudent thesis
    Abstract [en]

    Portfolio methodology and digital portfolio for pupils are nowadays well known conceptions. These two things, just as one of the computer programmes developed in purpose to be an active digital portfolio for pupils, have an essential part of this study. Portfolio Manager 2, which is the name of the programme, is developed in Sweden, by Swedish pedagogues.

    The study has a quantitative disposition, with questionnaires as instrument. A gender and special needs approach was part of the study, which resulted in new pedagogical experiences. The study was made at 2 different Swedish schools, in 5 classes in form 5. The subject was woodworks and textile craft. The teacher questionnaire was shaped in such a manner that it could provide a judgement of the “phenomena” PM2 as a unit, since PM2 also consists from tools of the more administrative kind.

    The result of the study corroborates earlier studies, which was that the use of portfolio helps pupils in their learning process. The study also shows that girls in form 5, more than boys in the same age group, understand the connection between learning and portfolio methodology. Further more this examination points out that the software Portfolio Manager 2 is very user-friendly, both for pupils using digital portfolio as well as for teachers as an administrative tool.

    The school subject woodworks and textile craft is not the primary object of the study, but is discussed in the text through the “excess information” from the questionnaires. The result regarding the school subject woodworks and textile craft was positive.

    Title: Portfolio as a working tool in school – A study concerning portfolio and the computer programme Portfolio Manager 2

    Level: C

    Writer: Pedagogue Mats Agnarson – Karlstad

    Supervisor: Hugo Wikström, Karin Bengtsson – Karlstads Universitet

    Examinator: Anders Arnqvist – Karlstads Universitet

  • 30.
    Agneblad, Anette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns fria lek med konstruktionsmaterial, ur ett genusperspektiv: en studie på hur förskollärare uppfattar barns fria lek med konstruktionsmaterial, ur ett genusperspektiv2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 31.
    Ahlberg, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Naturvetenskap i förskolan: En intervjustudie om förskollärares tankar och arbetssätt2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to investigate how preschool teachers think about preschool

    science, what they consider science to be and how they deal with specific curricular objectives

    related to science.

    Science is a part of our everyday life, it is a prerequisite for understanding everyday

    phenomena and how the world is working. Nevertheless it is often dropped in favour of other

    subjects in Swedish preschools.

    The eight preschool teachers participating in this study are all working in the same

    municipality in the western part of Sweden with children aged 1- 5 years. The method used in

    this study was interviews. The interviews were recorded to facilitate the transcriptions.

    The results show that preschool teachers find that science is an important subject that should

    be introduced to the children early on in life. They also show that preschool teachers consider

    science to have a preventive effect on the learning to the children, and it is needed for them to

    understand everyday processes and phenomena. When working with the curricular objectives

    linked to science, the result show that preschool teachers perceive nature as an asset to

    develop the children’s knowledge and interest for scientific concepts. Factors that impact the

    work with science in preschool could, according to the educators, be lack of knowledge, the

    children’s age or their attitude towards the subject.

    Conclusions that can be drawn from this study are that preschool teachers draw on the

    children’s interests when teaching science. They also find it important to use the correct terms

    at an early stage.

  • 32.
    Ahlin, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Lärares erfarenheter av arbete med läsförståelse på gymnasiesärskolans nationella program2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to explore teachers’ experience of teaching reading comprehension at upper secondary special school national programs.

    To find out the answers to the purpose and research issues a written interview via the Internet where fourteen teachers answered   a questionnaire with open questions. I have analyzed the responses using the concepts scaffolding and artefacts taken from the sociocultural perspective.

    The summarized result show that teachers work with teaching strategies for pupils to assimilate text with understanding. The teachers have a central role in this form of co- learning and acts as a support in the students reading comprehension learning. Teachers are also working to support students learning by making adjustments such as easy- to-read texts and support of speech and images. In the teaching teachers use artefacts as well as they scaffold the pupils in the learning of reading comprehension.

  • 33.
    Ahlqvist, Therese
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Demokrati i förskolan: En kvalitativ studie om pedagogers arbetssätt och syn på barns inflytande2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study is to identify which approach that the teachers believe that they use in their work with children's influence. The aim is also to investigate whether or not the teachers experience any consequences when giving the children a chance to influence and if so, what kind of consequences.

    I have used qualitative interviews to answer the questions of my thesis. My conclusion, based on the result of the interviews, indicates that teachers believe children experience limited influence in routine situations. The results also indicates that teachers who demonstrates a conscious democratic approach while teaching, believed they helped children get a better understanding of the concept of democracy already at an early age.

  • 34.
    Ahlström, Niklas
    Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Demokratiteoretisk analys av läromedel i Samhällskunskap: En kvalitativ studie om det demokratiteoretiska innehållet i läromedel för Samhällskunskap 1a1 och 1b under GY-20112013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This qualitative study is done with the purpose of creating understanding for the theoretical democratic content in educational materials for Civic Education courses 1a1 and 1b during GY-11, so teachers create an intentional approach when using educational materials in their democratic education. This was motivated as important considering the reduction in obligatory Civic Education for the vocational programs. The study was conducted using a hermeneutic qualitative reading method where the educational materials, more specifically two series with one book for each course, was read with purpose of creating understanding for the democratic content according to ideal democratic models: deliberative democracy, participatory democracy and electoral democracy. A text voice analysis was also conducted using Bakhtins theory of dialogic and monologue text that contributed to the general result concerning the democratic content. The results show that the electoral democracy ideal is dominant in all educational materials, there is hence no striking difference between the democratic content in 1a1 and 1b educational materials. Though the study shows intention in the 1a1 educational materials towards a more participatory democracy ideal, the electoral ideal are still clearly dominant.

  • 35.
    Ahmadullah, Morshid Safi
    Karlstad University.
    Teaching and Learning second language: A comparison of teaching and learning Arabic and Dari languages in Secondary Schools of Kabul.2015Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    Afghan languages are, influenced by Arabic in the field of academic terms. Also, several Arabic words need to be learnt for daily conversation in Afghanistan. This study is about students and teachers’ views about learning and teaching Arabic and Dari as two second languages in the areas of Kabul where the residents’ native language as well as the language of instruction is Pashto. The aim of the study is to explore similarities and differences between teaching and learning Arabic and Dari in secondary schools of Kabul.

    The data for this quantitative study was collected from 9 schools in the eastern part of Kabul, Information was gathered through separate questionnaires for teachers and students as well as textbook analysis. The schools were selected via purposive sampling. A total of 60 students and 50 teachers (25 Dari and 25 Arabic) participated in this study.

    The main findings of the study included that all students are interested in learning both Arabic and Dari for various reasons. However, learning language helps students to understand the context of the textbooks and get knowledge about this is true about learning Arabic as it is a foreign language too.

    While teaching the languages, teachers only help students improve listening and reading skills as the teachers do most of the talking in class only sometime ask the students to repeat the lesson from textbook. The remaining two important skills i.e. writing and speaking are widely ignored because the teachers ask the students to do the writing at home and provide little time for verbal conversations inside class due to limited time.

    Likewise, the teachers thought it is important to focus on developing reading skills among students and very little or no attention is given to improving writing skills. In addition, memorization and recalling of information when required is the dominant feature of teaching in the schools I studied in this study.

    Arabic and Dari languages have lot of similarities, from having same alphabets to lot of common words. In my study most of students’ were interested to learn both Dari and Arabic, but the obstacle they faced during learning Arabic was, that there was not enough qualified Arabic language teachers but number of qualified teachers in Dari language was a lot and that made learning Dari easier for students who were interested.

    Generally, the results of this research confirm many previous results. However, a lot need to be done by teachers, school management and education authorities to improve the learning and teaching situations.

  • 36.
    Ahmadzai, Abdullah
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    SOME FACTORS INFLUENCING STUDENTS’ EDUCATION IN AFGHANISTAN: A study of students’ drop   out and retention rates of boys and girls of primary schools in Maidan Wardak   Province - Afghanistan2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    School access and staying in school is one the most important issue for the Ministry of Education in Afghanistan particularly for girls. According to the Ministry of Education (MoE), nearly seven million children have access to school in Afghanistan, 37 per cent of whom are girls.

    Students drop out of schools before completing their education cycle, to know who drops out and to what extent; this study describes some of factors that influence students to drop out of school in grade 4 and grade 6.

    To find out some factors that may influence girls and boys to drop out of schools in grade 4 and 6 six, structured interviews were conducted in 10 schools – 5 in rural area and 5 in urban area of Maidan Wardak province of Afghanistan. Data was collected by random sample from 32 girls and 48 boys who left schools. 20 teachers and 20 parents were also interviewed to know what their opinions are on drop out of students.

    After data collection, several factors were found to cause students drop out of schools; some of the most prominent causes were Poverty, lack of security, long distance to school and socio- culture factors.

    By looking to the current educational situation of the Ministry of Education in Afghanistan, there is a need of research almost in all areas particularly in the area of girls’ education.

  • 37. Ahmadzai, Khurshied Etebari
    TEACHING METHODS OF ISLAMIC HISTORY SUBJECTS IN AFGHANISTAN:: An analysis of Teachers’ perception of Teaching Islamic History subject at Sayed Jamal-u-Din Teacher Training College and Madrasas in Kabul city.2015Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    The overall goal of this research is to analyze the perception of teachers in applying teaching methods while teaching Islamic History subject in a Teacher Training College and two Madrasas (one male and one female) in Kabul city. The aim is to find out if the subject of history is taught as per the ministry of education (MoE) teaching rules and regulations. Moreover, the purpose of teaching at these institutes and the common problems faced by them are also investigated. In order to answer these questions, a questionnaire was designed and distributed among 100 History teachers from Sayed Jamal-u-Din Teacher Training College and its relevant 14 districts Teacher Training Colleges and mentioned Madrasas in Kabul city that follows the same curriculum and textbooks. After collecting the questionnaires, 75% response rate was achieved. The output of the survey was arranged in categories in excel sheet based on three main research questions. Then, some tables were designed for presenting the frequencies and the percentages of the data and later it was used for the analysis collected data.

    Being explicit about teaching a subject makes it more interesting and motivates the students to learn it for a reason. As a result, recalling it is easier for learners. Therefore, it is very important for teachers to share the purpose of history with their students.

    Regarding the methods, the most common approach preferred by teachers was to lecture. Though lecture is not avoidable but it is under criticism for being biased and one way of transferring the data. In addition, there is no opportunity for students to share their experiences, ideas and the knowledge they have achieved from the lessons. There are other methods mentioned by teachers such as group work, discussion and students seminars, which are based on constructive approach. These methods expect students to be active and discuss and debate different issues and topics relevant to the lesson and at the same time observe the same phenomena from others perspectives as well.

    According to experienced teachers, the most common barriers in teaching Islamic History was tick textbooks as well as Arabic nature of Islamic History has mixed a lot of Arabic words into Dari version of text book. As a result, understanding the lessons becomes hard for students bearing in mind that difficult words and spelling mistakes adds up to this problem.

  • 38.
    Aho, Erika
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Henriksson Persson, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Larsson, Maria G
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Skolnära – ett skolnära begrepp?2016In: Kapet, Vol. 12, no 1, 116-134 p.Article in journal (Refereed)
    Abstract [sv]

    Skolnära kan beskrivas som ett relativt nytt begrepp inom utbildning och forskning med skolanknytning. Det förekommer ofta i sammanhang där det tycks finnas en ambition att knyta skola och forskning närmare varandra. Det kan till exempel handla om olika forskarskolor, skolforskning och skolutvecklingsprojekt. Dock finns ingen enhetlig definition av begreppet utan det används parallellt med och i vissa fall synonymt med begreppen praktiknära och praxisnära. Syftet med denna artikel är att bidra till en problematisering av begreppet skolnära med fokus på såväl innebörder som användningsområden. Utifrån studier av olika typer av texter belyses hur begreppet skolnära används inom skolforskning och i andra utbildningsvetenskapliga sammanhang idag. Begreppet skolnära ser ut att uppkomma i samband med framväxten av forskarutbildningsämnet pedagogiskt arbete men återfinns idag även inom andra forskarutbildningsämnen. Till exempel kan en ”skolnära avhandling” vara skriven inom pedagogik eller något ämnesdidaktiskt ämne. Vad det innebär att forskningen är skolnära tycks ha skiftande innebörd och avgränsning i olika sammanhang. Det kan till exempel handla om huruvida forskningen bedrivs av eller för lärare. Begreppet används också inom skolvärlden i ett vidare perspektiv.

  • 39.
    Ahonen, Sirkka
    Helsingfors Universitet.
    Kan ett inbördeskrig försonas i ett historieklassrum? Teori och praktik2015In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2015:3, 19-33 p.Article in journal (Refereed)
    Abstract [en]

    Pursuing Post-Conflict Reconciliation in a History Classroom. Theoretical and Practical Considerations

    In a post-conflict society, history education may prolong the conflict on a symbolical level by fostering biased narratives of guilt and victimhood. To avoid this it is necessary to open and maintain a reconciling dialogue in history classrooms. The theory of deliberative communication, launched by Jürgen Habermas, has been applied to pedagogy by Tomas Englund. Deliberative pedagogical discourse implies an equal distribution of power in classroom interaction. Predetermined standpoints are avoided and majority decisions not pursued. Participants are expected to listen to each other instead of rushing to express their individual opinion. Deliberative discussion is founded on the ethos of social inclusion. Three concrete cases illustrate the chances of dialogical history education in post-conflict societies: Finland after the civil war of 1918, South Africa after the end of apartheid, and Bosnia-Hercegovina after the war of 1992–1995. South Africa provides the only example of a prompt post-conflict introduction of dialogical history education. The Afrikaner narrative of heroism and victimhood was after 1994 reserved a place in the new post-colonial history curriculum at the side of the narratives of apartheid and the Black resistance. The viability of dialogical history education has been monitored by attitude surveys. South African surveys reveal that dialogue does not inevitably rule out an identification with the traditional identity narratives. In Bosnia-Herzegovina only little has been achieved in introducing a dialogue in history education but there are signs of students, parents and teachers aspiring to inclusive lessons. The reconciliatory potential imbedded in the multiperspectival nature of the historical knowledge is available in history education.

  • 40.
    Ahonen, Sirkka
    University of Helsinki.
    Post-Conflict History Education in Finland, South Africa and Bosnia-Herzegovina2013In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2013:1, 90-103 p.Article in journal (Refereed)
    Abstract [en]

    A post-conflict society tends to get locked in a history war. As the practice of history in its broad sense is a moral craft, representations of guilt and victimhood prevail in social memory. The representations are often bolstered by mythical references, wherefore deconstruction of myths is expected from history education for the purposes of post-conflict reconciliation. This article deals with the post-conflict uses of history in Finland, South Africa and Bosnia-Herzegovina. The three cases constitute examples of a class war, a race conflict and an ethno-religious armed clash. The memory politics and history curricula differ between the cases. Their comparison indicates, how far an imposition of one ´truth´, a dialogue of two ´truths´ and segregation of different memory communities are feasible strategies of post-conflict history education. The article suggests that history lessons can be an asset instead of a liability in the pursuit of reconciliation.

  • 41. Aili, C.
    et al.
    Blossing, Ulf
    Tornberg, U.
    Läraren i blickpunkten: Olika perspektiv på lärare liv och arbete2008Book (Refereed)
  • 42.
    Aktas, Burcu
    Karlstad University.
    Språkstimulering: Hur stimulerar pedagoger språkinlärning när barn har ett annat modersmål än svenska?2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 43.
    Alastair, Henry
    et al.
    Högskolan Väst.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Korp, Helena
    Högskolan Väst.
    Elevers möten med engelska i och utanför skolan : Upprop till deltagande i forskningsprojektet Bridging the Gap2014In: LMS : Lingua, ISSN 0023-6330, no 4, 22-26 p.Article in journal (Other (popular science, discussion, etc.))
  • 44.
    Alberg, Stefan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Utredningsarbete och åtgärdsprogram: En gruppintervjustudie baserad på tre pedagogers tankar och känslor kring processen att utföra utredningsarbete och formulera åtgärdsprogram2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 45.
    Albertsson Cnattingius, Louise
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    "Jag hann ju inte läsa textremsan...": - En berättelse om att lära sig engelska2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 46.
    Albinsson, Marie
    Karlstad University, Faculty of Arts and Education.
    Särskilt stöd i förskolan: En studie om verksamma pedagogers syn på särskilt stöd2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Särskilt stöd i är en viktig del i förskolans verksamhet då den ska möta alla barn som har olika behov och förutsättningar. Syftet med denna studie är att bidra med kunskap om vad särskilt stöd i förskolan innebär. Mina frågeställningar handlar om vad pedagogerna anser vara särskilt stöd och vilka som är i behov av det. För att få svar på mina frågeställningar har jag använt mig av kvalitativa intervjuer med fem verksamma pedagoger i förskolan.  I litteraturgenomgången ges en teoretisk bakgrund av mitt valda problemområde samt vad forskningen säger om särskilt stöd. Resultatet av min undersökning visar att särskilt stöd i förskolan kan se ut på olika sätt. Arbetet med särskilt stöd innehåller flera delar men de intervjuade pedagogerna poängterar att det viktiga är att man som pedagog tar tag i de svårigheter som uppstår i förskolan. Det är viktigt att man kontinuerligt förändrar verksamheten utefter de som vistas i den.

  • 47.
    Alemi, Beheshta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Job Satisfaction among Afghan Teacher Educators.: A study of Job Satisfaction in four Teacher Training Colleges in northern Afghanistan.2013Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    Job satisfaction is a much disputed issue in the field of education, because it affects the system in many ways and may affect productivity and achievements of an organization. This descriptive study is aimed to find out the level of teacher educators’ job satisfaction in relation to their personal demographics such as gender, age, years of experience, level of education, marital status and location.

    The study was conducted by using convenient sampling with the participation of 132 teacher educators of four neighbouring provinces (Balkh, Jawzjan, Samangan and Sarepul) in the north zone of Afghanistan. The data of the study were collected via five-point Likert scale questionnaire including six aspects of job satisfaction (job itself, supervision, promotion, colleagues, salary and work condition).

    The data analysis was based on the frequency and percentages of the responses and the following results are reported:

    Most of the teacher educators were satisfied with the job itself and with relation to colleagues. The least satisfying aspects among them were salary and work condition. The study also revealed the fact that apart from location there were no significant relations between job satisfaction aspects and other selected demographics of this study. Location had a significant relation with two aspects of job satisfaction namely supervision and work condition. Finally, according to the findings of the present study some recommendations are added.

  • 48.
    Alexandra, Guseva
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Att organisera för lärande: En studie av samband mellan gruppens ålderssammansättning och förutsättningar för barns lärande i förskolan2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate whether there are some patterns and connections between the teachers’ experiences of the conditions for children’s learning and age settings at preschool groups. The study is quantitative, and a web survey is used to collect the data from the teachers. The study includes all preschools in a municipality in Värmland, Sweden. 144 preschool teachers from 55 municipal preschool groups participated in the study. Following age settings are represented in the study: same-age preschool groups, groups with children between 1-3 years old, groups with children between 3-5 years old and groups with children between 1-5 years old.

    The study is based on interactionistic theories, which means that the preschool is examined from various interacting aspects and dimensions. Conditions for children’s learning are seen in the study in relation to preschool quality, which is a complex phenomenon constituted in the interaction between dimensions of structure, process, and outcome. The study focuses on age setting as a structural aspect of preschool quality and following aspects of process quality: organizing of the pedagogical environment, teachers’ approach to organizing of daily activities and teachers’ interplay with children

    The results of the study show that there are important differences between groups with different age settings regarding organizing of the pedagogical environment and interplay between teachers and children. However, these differences are rather ambiguous and can be explained by other aspects and factors such as group’size, children’s age, and pedagogical approach. Therefore, age setting as such is not the key to preschool quality but must be seen in relation to other aspects and dimensions.

  • 49.
    Algons, Madelene
    Karlstad University.
    Svenska som andraspråk på grundskolan: Ett ämne som kan integreras i svenskämnet?2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 50. Allansson, Jimmy
    Informationskompetens: Elevers hantering av information på internet2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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