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  • 1.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Book Review: Finnish Lessons, What can the world learn from educational change in Finland?2012In: Karlstads Pedagogiska Tidskrift, ISSN 1653-4743, Vol. 8, no 1, p. 121-125Article in journal (Other academic)
    Download full text (pdf)
    Book Review: Finnish Lessons, What can the world learn from educational change in Finland?
  • 2.
    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

  • 3.
    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, p. 79-102Chapter in book (Refereed)
  • 4.
    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

  • 5.
    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.

  • 6.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Life Orientation: Lessons on leadership qualities and voting in grade three classes in South African schools2013In: Online Educational Research Journal, 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

    Download full text (pdf)
    Life Orientation
  • 7.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    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.

  • 8.
    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

  • 9.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    "Re-inventing" Freire for the 21:st Century2013In: Kapet (avslutad tryckt version), ISSN 1653-4743, Vol. 9, no 1, p. 8-17Article in journal (Other academic)
    Download full text (pdf)
    "Re-inventing" Freire
  • 10.
    Abraham, Getahun Yacob
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barksdale, Mary Alice
    Virginia Tech.
    Literacy and Democracy in South African Primary Schools2018 (ed. 1)Book (Refereed)
  • 11.
    Abraham, Getahun Yacob
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    von Brömssen, Kerstin
    Högskolan Väst.
    Internationalisation in teacher education: student teachers’ reflections on experiences from a field study in South Africa2018In: Education Inquiry, E-ISSN 2000-4508, Vol. 9, no 4, p. 347-362Article in journal (Refereed)
    Abstract [en]

    Internationalisation of higher education and teacher education has been a key issue since the 1990s and many universities still attempt to increase student mobility ever since. Much research has been done on the topic of internationalisation and higher education, including teacher education trying to show how a certain programme impacts on students’ learning, especially intercultural learning when it comes to programmes in teacher education. These studies are often directed towards programmes that last several months or a whole year. The focus of this study is rather to explore if and in what way experiences in a two-week field study can contribute to a student teacher’s intercultural learning and professional development. The findings of the research show that even a short field study has an important impact on the individual student teacher’s understanding of themselves and on awareness of teachers’ living and working conditions in a different culture like South Africa.

    Download full text (pdf)
    fulltext
  • 12.
    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
    Download full text (pdf)
    FULLTEXT01
  • 13. Admund, Helena
    Moralisk utveckling i läroböcker: En jämförelse med fokus på etik och moral i läroböcker för elever i årskurser 4–6 med ett innehållsperspektiv inspirerat av Rest´s four – component model som teoretisk utgångspunkt.2021Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of the thesis is by advancing Hartman and Osbeck's research results towards the results of the thesis, discussing how the textual content of textbooks corresponds or differs based on James Rest's Four – Component model and previous research works, this thesis will provide an increased understanding of how textbooks might provide opportunities for studentsto deepen their moral reasoning from the didactic perspective of a religion. 

    The research method used in this thesis is a qualitative content analysis based on an analysis model based on Osbeck's analysis model's categories of ethical competences: Rethinking information, Conducting action, Taking in information and Values. 

    The thesis’s result that not all the reviewing textbooks contain the example concepts set out in lgr11, and do not contain everyday moral questions that touch on the content that also appears in lgr11 for the subject of religion. The results also did not match Osbeck's research findings, which claim that the curriculum is only consistent with FCM steps 3 and 4. Since this paper's results show that the questions may develop students' moral reasoning based on FCM two steps: 2 – moral judgment and step 3 – moral motivation.

    Download full text (pdf)
    HelenaAdmund_Moral_i_läroböcker
  • 14.
    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. 

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    ”Det kan inte vila på mig att klara allting själv” Några elevers erfarenheter av att använda alternativa verktyg i sitt lärande
  • 15.
    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

    Download full text (pdf)
    FULLTEXT01
  • 16.
    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
    Download full text (pdf)
    fulltext
  • 17.
    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.

    Download full text (pdf)
    fulltext
  • 18.
    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.

    Download full text (pdf)
    fulltext
  • 19.
    Ahlqvist, Evelina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Henriksson, Paulina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Gånger lika med produkt – det är frågan: En studie om lärares användande av det informella vardagsspråket och det formella matematikspråket2023Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study was based on our common interest in teachers’ use of language in algebra teaching. The purpose of the study is to investigate the teachers’ use of concepts in algebra teaching and to gain in-depth knowledge of how the teachers use formal mathematical language and informal everyday language. To produce results for the study, five teachers were studied in two separate math lessons, which was followed up with an interview to answer the following research questions: (1) How do the teachers use formal and informal concepts in the teaching of algebra? (2) What impact do the teachers think their language use has on the student's learning and own language use? (3) What conscious language choices do teachers make to support students' conceptual learning and to connect informal and formal language use? 

    The first research question, which was answered with the help of the study's observations and interviews, showed that the participating teachers use both informal and formal concepts in algebra teaching, in a varied and coexisting way. Both the language of mathematics and everyday language were considered necessary to combine in order to make mathematics teaching understandable for the students. 

    The second and third research questions, which were answered using the study's interviews, showed that most of the participating teachers believed that their language use has a high impact on students. One participating teacher mentioned that many students speak as the teacher does and therefore, the teacher's language becomes crucial for the student's language development. To support the students, most of the participating teachers used to confirm and repeat the informal concept that emerged and linked to the formal concept. 

    Download full text (pdf)
    fulltext
  • 20.
    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.

    Download full text (pdf)
    Demokrati i förskolan
  • 21.
    Aho, Erika
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Högskolan Dalarna.
    Henriksson Persson, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Högskolan Dalarna.
    Larsson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Högskolan Dalarna.
    Skolnära – ett skolnära begrepp?2016In: Kapet (avslutad tryckt version), ISSN 1653-4743, Vol. 12, no 1, p. 116-134Article 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.

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    fulltext
  • 22. Aili, C.
    et al.
    Blossing, Ulf
    Tornberg, U.
    Läraren i blickpunkten: Olika perspektiv på lärare liv och arbete2008Book (Refereed)
  • 23.
    Aldeland, Leo
    Karlstad University.
    Du sköna nya era – det måste inte vara text.: En intervjustudie om hur samhällskunskapslärare integrerar specialpedagogik och multimodala verktyg i undervisningen. 2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is a study that aims to increase knowledge about how social studies teachers work with special education. Where the research questions concern which extra adaptations and special pedagogical measures the teachers apply in their teaching. If teachers believe that multimodal tools as a tool in this context generate positive results. In addition to the teaching itself, the teachers also describe where they acquired their knowledge of special education and what their relationship looks like with their local special educators.

    The theory used is called the KASAM-theory and it has been necessary to understand why teachers constantly returned to the relational. Teachers believe that students mental well-beingis a factor just as autism, ADHD and dyslexia are. But that the relational is not only about mental illness but it permeates the whole profession. The relational is incorporated in all parts where teachers and students meet, for example for the student to use and adopt special education, a relational aspect is needed.

    The method the essay has used to generate data is a qualitative semi-structured interview in which six social studies teachers have participated. In the interviews, the teachers share their experiences and knowledge of special education and the use of multimodal tools. In addition,it is investigated how and when collaboration and communication with the special educator occurs, where the teachers pick up the techniques and methods used to help and compensate the students for their difficulties or differences. The teachers are briefly presented in the method chapter in order to then one by one answer the research questions on which the thesis is based.

    The results and the analysis have shown that the data the interviews have generated show an openness and broadness of tools and methods the teachers use to ensure that the students, regardless of whether they have diagnoses or not, have access to a good and educational teaching. However, the use of special education is so common in the informant’s classrooms that it can be difficult for them to distinguish concrete results when another special education instrument is applied. The teachers who participated in the study unanimously describe that the main source of special education comes from other teachers and then most often from teachers with the same subject. The special educators are often regarded as a resource that takes care of individual students where they can sit and work with a special educator individually or in a small group. Another common occasion when teachers contact the special educator is when the matter concerns individual students. In the issue of multimodality, this is primarily linked to the digital, where teachers generally have a positive and sometimes a very positive view of the multimodal. Students with dyslexia are considered to be the group of students who have the greatest advantage of the digital, even if all students are perceived to benefit from the multimodal. The digital is described as having an opportunity to work with several semiotic impressions, something that teachers believe should particularly benefit students with ADHD, concentration difficulties and autism.

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    Du sköna nya era – det måste inte vara text.: En intervjustudie om hur samhällskunskapslärare integrerarspecialpedagogik och multimodala verktyg i undervisningen. Leo Aldeland
  • 24.
    Allroth, Måns
    Karlstad University, Faculty of Arts and Education, Ingesund Acedemy of Music.
    "…ty det är essensen av vad vi håller på med…": En kvalitativ studie i utveckling av personligt uttryck hos improvisationsmusiker2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to increase the knowledge of what opinions freelancing and teaching musicians within the improvised music genres have on the creation of a personal expression and how they consider the subject can be handled in music education. The background chapter provides an overview of the concept of personal expression, followed by a presentation of previous research in the field. The next chapter describes socio-cultural perspective, serving as a theoretical basis.

    The data material consists of four qualitative interviews with freelance improvisers with great educational experience. The result chapter presents the analysis of the musician's view of how a personal expression can be created and how they as teachers consider teaching in this area. The chapter includes how a personal expression is about to affirm ones taste and desire and that confidence, skill and inspiration are aspects to take into consideration. The concluding discussion chapter highlights aspects from the study's result chapter in relation to the socio-cultural perspective on learning and to previous research. Here the themes are among others the collective memory, musical language, musician's tools and the role and function of the school.

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  • 25.
    Alm, Désirée
    Karlstad University, Faculty of Arts and Education.
    Tala om talen: Elever beskriver bänkinteraktion som stöd för lärande i matematik2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie följer elever som deltar i bänkinteraktion omkring matematik med sin lärare. Syftet med studien är att undersöka hur elever beskriver att få enskild hjälp som stöd för sitt lärande. Jag söker möjligheter och hinder som uppstår i lärar- elev interaktioner. Elevernas erfarenheter kan bli en utgångspunkt för hur matematiklärare och speciallärare kan tänka omkring undervisning i klass eller undervisning av elever i behov av stöd.

    Studien har en sociokulturell ansats och är gjord enligt metoden stimulated recall, som i denna studie innebar videoinspelade bänkinteraktioner i kombination med intervjuer omkring inspelningarna. Eleven fick se videoklippet efteråt och med egna ord berätta vad som hände och hur eleven hade tänkt i situationen.

     

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    Tala om talen
  • 26.
    Alm, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Teaching materials and students with mental retardation2008Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    Teaching materials and students with mental retardation



    From a socio-cultural perspective, teaching materials can be regarded as mediating tools for transferring culturally based knowledge, norms, values and traditions. While literature on teaching materials in general is substantial, few investigations have been conducted on teaching materials for students with mental retardation.



    In this paper I will present parts of an ongoing project in which this issue is focused. The study includes about twenty students in two training school classes and one class for students with mild mental retardation, covering the grades 7 10 in the compulsory school.



    Teaching materials in this study are defined as cultural tools used in education and serving a pedagogical function in programs for students with mental retardation (särskolan). My preliminary findings indicate predominance for everyday skills in teaching material activities. Reading or mathematical development in teaching material activities are of low priority. The activities often imply dilemmas the teacher have to master.

  • 27.
    Alm, Maria
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Berthén, Diana
    Bladini, Kerstin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Johansson, Iréne
    Komplicerad skolsituation - elever med utvecklingstörning och deras lärare2001Report (Other academic)
  • 28.
    Almang, Jan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    The impoverished representations of brains in vats2020In: Grazer Philosophische Studien, ISSN 0165-9227, E-ISSN 1875-6735, Vol. 97, no 3, p. 475-494Article in journal (Refereed)
    Abstract [en]

    In this article, the notion that brains in vats with perceptual experiences of the same type as ours could perceptually represent other entities than shapes is challenged. Whereas it is often held that perceptual experiences with the same phenomenal character as ours could represent computational properties, the present author argues that this is not the case for shapes. His argument is in brief that the phenomenal character of a normal visual experience exemplifies shapes - phenomenal shapes - which functions as the vehicle for our perceptual representation of shapes. Due to the unique mereological structure of shapes, phenomenal shapes are unable to reliably track any property but shapes. In so far as reliable tracking is a necessary condition for perceptual representation, phenomenal shapes can consequently and contrary to received wisdom only represent shapes.

  • 29. Almestrand, Lisa
    Elevers erfarenheter av matematik: En studie om hur gymnasieelever med språkstörning erfar skolämnet matematik2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 30.
    Almgren, Susanne
    Karlstad University, Faculty of Arts and Education.
    Elevmedverkan i kvalitetsarbetet: - ett exempel angående hur en kursutvärdering av arbetsformer och lärande kan utformas2008Independent thesis Basic level (professional degree), 5 points / 7,5 hpStudent thesis
    Abstract [sv]

    Sammanfattning

    I detta examensarbete undersöker jag ett sätt att bjuda in elever att medverka i skolans kvalitetsarbete. Avsikten

    är att konstruera en enkät för utvärdering av undervisning i år 9 och gymnasiet med det avseendet att mäta hur

    elever upplevt förutsättningar för lärande och förståelse av undervisningens innehåll. Detta sker genom att bjuda

    in elever från årskurs 9 att medverka till att påverka utformningen av enkäten. Syftet med enkäten är att

    undersöka hur elevers upplevda lärande och förståelse av ett visst innehåll kan stödjas genom val av arbets- och

    undervisningsform. Det är min önskan att finna en form för kvalitetsarbete i skolan där både elevsamverkan och

    lärande främjas. Den fråga jag ställer mig är: Hur kan elever i en arbetslagsgrupp i årskurs 9 medverka till att

    utvärdera och utforma en kursutvärderande enkät om upplevt lärande och förståelsen av innehåll i förhållande till

    arbetsform? För att besvara denna fråga har jag utformat en enkät i ämnet som i sin tur en elevgrupp har

    utvärderat i grupp. I anslutning till utvärderingen har jag intervjuat dem i grupp inom ramen för syftet.

    Mätinstrumentet, enkäten, är tänkt att användas i fortsatta studier inom samma ämne. I teoridelen redogör jag för

    vad våra styrdokument anser i frågan och vad forskningen anser om elevmedverkan och om vad de anser främjar

    elevers lärande och förståelse. I min slutsats konstaterar jag att det är möjligt att låta elever i årskurs 9 medverka

    till att utvärdera och utforma en kursutvärderande enkät om upplevt lärande och förståelsen av innehåll i

    förhållande till arbetsform. Elever kan anses ha en vilja att påverka sin egen studiesituation och det kan de göra

    med det övergripande ansvaret lagt på vuxna såsom pedagoger när det gäller det slutgiltiga resultatet.

    Nyckelord: Elevmedverkan, tematiskt arbete, lärande

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  • 31. Almqvist, Christoffer
    et al.
    Löfberg, Johanna
    Digitala verktyg i digitala läromedel: En kvalitativ läromedelsanalys av hur digitala verktyg integreras i digitala läromedel för matematik i årskurs sju.2023Student paper other, 10 credits / 15 HE creditsStudent thesis
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  • 32.
    Almusaed, Amjad
    et al.
    Jönköping University, Sweden.
    Almssad, Asaad
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences (from 2013).
    Yitmen, Ibrahim
    Jönköping University, Sweden.
    Homod, Raad Z. Z.
    Basrah University for Oil and Gas, Iraq.
    Enhancing Student Engagement: Harnessing "AIED"'s Power in Hybrid Education-A Review Analysis2023In: Education Sciences, E-ISSN 2227-7102, Vol. 13, no 7, article id 632Article, review/survey (Refereed)
    Abstract [en]

    Hybrid learning is a complex combination of face-to-face and online learning. This model combines the use of multimedia materials with traditional classroom work. Virtual hybrid learning is employed alongside face-to-face methods. That aims to investigate using Artificial Intelligence (AI) to increase student engagement in hybrid learning settings. Educators are confronted with contemporary issues in maintaining their students' interest and motivation as the popularity of online and hybrid education continues to grow, where many educational institutions are adopting this model due to its flexibility, student-teacher engagement, and peer-to-peer interaction. AI will help students communicate, collaborate, and receive real-time feedback, all of which are challenges in education. This article examines the advantages and disadvantages of hybrid education and the optimal approaches for incorporating Artificial Intelligence (AI) in educational settings. The research findings suggest that using AI can revolutionize hybrid education, as it enhances both student and instructor autonomy while fostering a more engaging and interactive learning environment.

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    fulltext
  • 33.
    Alsing, David
    Karlstad University, Faculty of Arts and Education, Ingesund Acedemy of Music.
    Den ”inre konstnärens” agenda och tidtabell: En undersökning om flöde och torka i skaparprocesser2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study deals with the causes of creative resistance and flow. My purpose is to examine underlying causes of creating in the field of songwriter / artists. How does one deal with resistance, and is there a method to maintain a creative flow?

    I have interviewed six people who are active as songwriters and artists, as well as consulting relevant texts. During the study, I have concluded that everyone in one way or another has experienced "writer's cramp", but for different reasons. What appears to be common, is that everyone exhibits a need of self-chosen solitude to attain a creative flow.

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  • 34.
    Alteryd Magnusson, Birgitta
    Karlstad University, Faculty of Economic Sciences, Communication and IT.
    Elevers förväntningar på gymnasiestudierna i ekonomi2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Syftet med uppsatsen är att undersöka om elevers förväntningar på de ekonomiska ämnena på gymnasiet infrias eller inte. Uppsatsen vill ge svar på vilka förväntningar eleverna hade på de ekonomiska ämnena när de började gymnasiet, i vilken omfattning dessa förväntningar har infriats, vilka de viktigaste orsakerna är till att de har infriats respektive inte har infriats och om utbildningen har skapat intresse för att jobba med ekonomi i framtiden. Undersökningen gjordes med hjälp av olika teoretiska resonemang och med intervjuer med åtta elever på utbildningen.

    Uppsatsen visar att förväntningarna som eleverna hade var att få lära sig mer om ekonomi och företagande och att studierna skulle bli roliga. Förväntningarna har infriats i relativt hög grad. Orsakerna till att de har infriats är att de flesta ämnena i sig är intressanta, lärarna har varit bra, och de har trivts med det sociala livet på skolan. I de fall förväntningarna inte har infriats beror det på att vissa ämnen är jobbiga och tråkiga, en del lärare inte är bra och att det har varit för få praktiska moment i undervisningen. Uppsatsen visar också att utbildningen skapar intresse för ekonomi och företagande.

  • 35.
    Andersson, Anna
    Karlstad University, Faculty of Arts and Education.
    Dyslexi hos förskolebarn: Finns det?2008Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Sammanfattning

    I mitt arbete har jag tagit reda på om tecken på dyslexi redan kan visa sig hos små barn i förskolan. Jag har genom att intervjua förskollärare och specialpedagoger undersökt om hur man arbetar och hjälper dessa barn som kan ha problem med språket på olika sätt. Jag har kommit fram till att orden dyslexi inte ofta förekommer i förskolan men att de i de flesta fall arbetar med den fonologiska medvetenheten och språket genom olika lekar och övningar. Jag har även kommit fram till att böcker och högläsning har en viktigt funktion för dessa barn. Allt eftersom arbetet har fortskridigt har jag förstått mer och mer att man i förskolan arbetar mer brett för att täcka in så mycket som möjligt. Det läggs inte fokus på att det just skulle vara t.ex dyslexi som är det särskilda problemet för just ett speciellt barn. Min uppfattning är att man jobbar bra och medvetet i förskolan med språket, men att mer fokus skulle kunna läggas på att hjälpa de barn som har tydliga språkproblem tidigt och inte vänta allt för länge. Mitt syfte med detta arbete är att själv få inspiration och mer kunskap att använda i min framtida yrkesroll i förskolan. Jag vill lära mig mer om vad jag kan göra för att hjälpa barn som visar tecken på dyslexi. Det har varit mycket intressant att läsa bra litteratur och att intervjua duktiga pedagoger.

    Nyckelord: Dyslexi, språksvårigheter, barn i förskolan med språksvårigheter, tidiga tecken på dyslexi.

  • 36.
    Andersson, Ann-Mari
    Karlstad University, Faculty of Arts and Education.
    Grundskollärares uppfattning om integrering av elever med Asperger syndrom2007Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    Abstract

    The purpose for this essay has been to illuminate some teachers opinions of integration of students with Aspergers syndrom in the compulsory school, then compare it with the statue documents and see similarities and differences.

    The studie has been of a quality character, based on quality intervjues to get the teachers understanding at a deeper level. The questions in the intervju are based on open questions with purpose not to control the person during the intervju.

    The most obvious result which was that it appered two perspective of integration of students with Aspergers syndrom. One in the short run and one in the long run.

    In the long run it was the integration of the individual into the society and in the short run integration in school.

    For the perspective in the long run, the opinions from the teachers in compulsory school is good corresponding to the statue documents, that the integration is necessary for our democratic and human values that our sociaty are based on.

    In the short run, during the years when the students are in school, it came out great difficulties to integrate children with Aspergers syndrom. To proceed an integration that works out for the students, the teachers took site from the individual and not from the society. If we do not look at integration from an individual base we are probably not going to succeed to integrate in society.

    Searchwords: Aspergers syndrom, neuropsychiatric funktional disorders, integration, inclusion, segregation.

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  • 37. Andersson, Bo.
    et al.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barnets rättigheter2002Report (Other academic)
  • 38.
    Andersson Bohlin, Ida
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Om pedagogers deltagande i barns lek: Pedagogers tankar kring sitt deltagande i barns lek och deras möjligheter att stimulera leken genom miljön på förskolan.2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with this survey is to find out how teacher´s in preschool see on their participation in children’s play. There is also an interest to find out if teachers believe they can affect the children through the environment in preschool. My curiosity is based on whether or not I as a teacher can affect the children in preschool.

     

    My work is based on three questions:

    • Which meaning does teachers think they have in children’s play?
    • What possibilities do the teacher´s think they have to affect the environment in the preschool?
    • What effect has my presence in the children’s play and how can I adjust the environment to stimulate the play?

     

    To explore this I had help from literature, research and qualitative semi-structured interviews.

    I interviewed four teacher´s in two different preschools. 

    The studies have shown that teacher´s participation has great influence on the children’s play. How teacher´s choose to participate in the play has great meaning for the experience the children carries with them. The study also shows that the environment is important for which play the children emerges in. 

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  • 39. Andersson, C.
    et al.
    Gustafson, K.
    Lindblad, S.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    From Childhood to Adolescence in the Context of Schooling1998Conference paper (Refereed)
  • 40.
    Andersson, Charlotte
    et al.
    Karlstad University, Faculty of Arts and Education, Ingesund Acedemy of Music.
    Davidsson, Emma
    Karlstad University, Faculty of Arts and Education, Ingesund Acedemy of Music.
    Rytm- och pulsutlärning till klassiska violinister: Hur ser undervisningen ut?2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to discern how violin teachers at the Community School of Music teach rhythm and pulse. There is no extensive research in this field and we have attempted to pursue an in-depth study that addresses this issue. Our theoretical starting point is the didactic approach and the study focuses on the tools and methods teachers use.

    The qualitative interview and video observation were the methods we used in order to obtain answers to our questions. The two informants involved in the study, work at the Community School of Music as violin teachers. The result demonstrates the various ways the two informants teach rhythm and pulse. The result also indicates how the two teachers adapt their teaching based on the children's ability and way of learning.

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  • 41. Andersson, Erika
    Barns möjligheter till lärande om och med kroppen genom fysisk rörelse: En kvalitativ intervjustudie om förskollärares arbetssätt2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Biologi är ett stort ämne i naturvetenskap där läran om människokroppen inkluderas. Men på vilket sätt får barnen i förskolan lära sig om människokroppen? En viktig kompetens att få vetskap om i förskolan är människokroppens funktion för att må bra som människa. Syftet med studien är att belysa förskollärares erfarenheter av och syn på att främja barns lärande om och med kroppen genom fysisk rörelse. Metoden som använts är semistrukturerade intervjuer där sex förskollärare deltog från en kommun i Mellansverige. Resultatet i studien visar att förskollärare arbetar med människokroppen i olika aktiviteter med barnen genom deras intresse och frågor. Att redogöra för hur kroppen fungerar i olika aktiviteter är svårt anser förskollärarna. De arbetar för att synliggöra glädjen som den fysiska rörelsen medför. Utifrån studiens resultat och slutsatser framkommer det att förskollärarna anser vad betydelsefullt arbete med människokroppen är då den finns med oss hela livet. Förskollärarna anser även att genom rörelse får barnen utforska omvärlden där de berikas med nya erfarenheter. Implikationer för verksamheten blir att redan i förskolan berika barnen med kunskap om vad som behövs för att gynna människans mående. Arbetet handlar om att hitta rörelseglädje, bevara nyfikenheten och skapa förutsättningar för alla barn att kunna ta del av upplevelser genom utforskandet tillsammans.

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  • 42.
    Andersson, Fredrik
    et al.
    Karlstad University, Faculty of Arts and Education, Ingesund Acedemy of Music.
    Hedmark, Dan
    Karlstad University, Faculty of Arts and Education, Ingesund Acedemy of Music.
    Digitala verktyg i musikundervisningen: En kvalitativ undersökning om några lärares användande av digitala verktyg2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the present study, digital tools are examined that are used by certain music teachers, how they are used, and what the underlying pedagogical intentions may be. We have also tried to interpret the attitude of the music teachers in regard to the use of these tools, and whether it can be said to be dependent on age and work experience. Five informants in five small or medium-sized Swedish cities with various types of music teaching jobs were interviewed, with the hope in gaining an overall diverse response.In our view, we discuss what makes the subject interesting and relevant: that new technologies are a major part of children’s and young people's lifestyles. We also address some aspects of learning; socio-cultural perspectives - the view of learning as dependent on the individual's interaction with his environment, and also how learning is affected depending on how the material is presented. There is also a section on the investment made in integrating computer technology in Swedish schools, a section on what is presented in the agency's governing documents, and a third section on the teachers' role in relation to ICT (information and communication technology).The result shows that digital tools are used in planning, teaching and visual / auditory memory overlap between classes. Streaming services and sequencer programs are often used. It also points to modern means of communication as being important. An important argument for the use of new technologies is the opportunity for students to learn through hearing and mimicry thanks to much access to music. We can also see that teachers' attitudes towards new technologies are largely positive, but not without restrictions. The actual performance of music and the personal encounter with students will be held as the most important aspects. The question of the teacher's attitude toward new technologies as being dependent upon age and work experience has not been proven in this study.

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  • 43.
    Andersson, Fredrika
    Karlstad University, Faculty of Social and Life Sciences.
    Barns tankar om den egna kroppen!: Vad vet fyraåringar och sexåringar om sin kropp!2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this research was to investigate the concepts among five and six year old children regarding the human body. Six children were interviewed by means of qualitative interviews. The children's concept regarding the human body differed depending on their age. The six year old children knew more about the body than the four year old children. Spontaneously the children knew we had heart, brain, blood, brain cells, muscles and skeleton

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  • 44.
    Andersson, Gustaf
    Karlstad University, Faculty of Arts and Education, Ingesund Acedemy of Music.
    Time & Sväng i sång2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to attain a deeper insight in how vocal coaches view Time and Groove and in what way they use these aspects didactically. Extensive research in this area is lacking, only a few papers and research studies exist. With this in mind, my intention is to acquire a deeper insight in questions concerning various methods in how vocalists can develop their abilities in Time and Groove, and what Time and Groove, both generally and from an educational point of view, is. The theoretical starting point of this study is a socio-cultural perspective focused on how people use various tools to communicate.

    I have worked with the semi-structured interview method when speaking to the informants. The informants work as vocal teachers; two are primarily teaching jazz music, whereas the other two are more oriented towards pop music.

    The results demonstrate that all of the informants believe that Time and Groove in music is very important. Their approach on how to work with Time and Groove differ slightly, which can be seen in their use of a variety of tools for practicing, teaching and learning Time and Groove.

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  • 45.
    Andersson, Helen
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Barns tankar om stjärnor: En undersökning om vad barn tänker om stjärnor2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 46.
    Andersson, Henrik
    Karlstad University, Faculty of Arts and Education.
    Arbete mot mobbning innom skolan - följs kommunens riktlinjer?2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The purpose of this research is to examine which methods the municipality of Örebro recommends its schools to use in their work against mobbing and bad treatment, and to see if the school investigated follows these guidelines. By means of interviews I will examine which methods the Group for Equal Treatment at the school has found effective when dealing with these issues.

     

    My conclusions are that the municipality of Örebro clearly states what is important for the schools to work with, and a lot of effort has been put into creating a common model for all schools to use, in order to fulfill the goals of the law (2006:67) which forbids discrimination and any other kind of bad treatment of children and students.

     

    The school investigated follows the municipality guidelines to great extent. Early on the Group for Equal Treatment, including both principals, teachers and students, worked out a detailed plan for equal treatment.

     

    The Group for Equal Treatment mentioned some successful methods to use against mobbing and other forms of bad treatment. One of these methods is the annual theme week where the students get to participate in outlining the contents. Another success factor is to establish a good atmosphere between teachers and students, which is possible only if the teachers have time and opportunity to get to know their students.

     

    My examination shows that it is important to have a well thought-out plan to follow, but it must be adjusted to the needs and preconditions of the school in question.

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  • 47.
    Andersson, Ida
    Karlstad University, Faculty of Social and Life Sciences.
    Fritidshem för alla: En kvalitativ studie om hur fritidshem är anpassade till elever med autism2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    This study can be used as a tool and base for teachers that are, or will be, working with students diagnosed with autism. Important to add, all students are unique individuals and the school needs to adapt the education to every student’s individual need.

     

    The purpose with the study is to investigate if after-school facilities in the Karlstad region are adapted to children with autism and which methods are used to give the students valuable time at the facilities. To achieve this purpose, three major issues need to be answered: What rights to help and support, does students with autism have in the after-school facilities? What adjustments need to be performed by the after-school facilities to be able to effectively support students with autism? Do the after-school facilities in central Sweden live up to the regulations in “Läroplan för grundskolan, förskoleklassen och fritidshemmet”?

     

    The study was performed by qualitative interviews with two respondents from different schools, were each respondent has work experience in the area. The result shows that the after-school facilities are not adapted to children with autism; the lack of financial resources seems to be the main reason. Further, none of the investigated after-school facilities have a specific way of working to further help students with autism. Teachers gets, if desired, regular education within the subject autism. The respondents highlight the importance of experience and an eager to work with the students, even though the financial resources aren’t always there.  

     

     

     

    Keywords: Autism, education methods, after-school facilities and school.

  • 48. Andersson, Jessica
    et al.
    Rabe Nilsson, Anna
    Vikten av att få rätt anpassad stödinsats i ett lekpedagogiskt arbetssätt: En kvalitativ studie om förskollärare och specialpedagogers syn på stödinsatser för att inkludera barn med lindrig hörselnedsättning2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate support measures that preschool teachers and special educators state that they could use, to include children with mild hearing impairment in preschool in a play pedagogical approach. To do this preschool teachers and special educators were provided with a case with questions which they gave answers to in written form. The aim of the study is achieved with the help of two research questions and a qualitative method where text analysis is chosen as the data collection method. In the analysis of the texts, a phenomenographic approach has been used. The answers the respondents gave have been problematized in the results discussion, where opportunities and challenges in the work with support measures to include children with mild hearing loss in a play pedagogical approach are analyzed as well. 

    The results of the study show that both special educators and preschool teachers believe that it is important with visual support measures and the type of pedagogical approach they use to include children with mild hearing loss in a play approach activities. The study's conclusion shows the importance of special educators and preschool teachers gaining the right skills to include children with mild hearing loss in a play pedagogical approach. They also describe that visual support is of great importance for children with mild hearing loss to feel included in the preschool's play approach activities.

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  • 49.
    Andersson, Johanna
    Karlstad University, Division for Ingesund College of Music.
    Trombon i blodet?: Vilka faktorer påverkar trombonelevers val av sitt instrument?2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    In this survey I have been trying to find out which factors influence the students’ choice of instrument. I hope to, through the results, gain knowledge about how to reach interested students in my future work as a trombone educator.

    I have let 15 students that have played trombone in the County Music Academy one to three years, answer my inquiry concerning their choice of instrument. The students’ parents were also asked to give an explanation to what they think made their child play the trombone and whether they tried to influence their child in the choice of instrument. The answers show clearly that these parents have not influenced their children’s choice of instrument and that the impression you and I as a teacher give during the first session seems to be of great importance.

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  • 50. Andersson, Katarina
    Barnlitteratur i förskolan: Förskollärares arbete med och reflektioner kring barnlitteratur2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to increase knowledge about how newly licensedpreschool teachers work with children's literature and how they reflect on thiswork. The study examines what happens to the knowledge acquired duringpreschool teacher education, especially the knowledge that deals withchildren's literature. Qualitative semi-structured interviews were used toconduct a total of five interviews with legitimate preschool teachers from fourdifferent preschools. A qualitative content analysis was used to analyze thedata that emerged. The results show that preschool teachers believe that theireducation contained relevant knowledge about how preschool teachers canwork with children's literature. The study shows that preschool teachers viewtheir knowledge of children's literature positively and that their work withchildren's literature permeates the preschool's pedagogical activities. One ofthe conclusions that emerges is that children's literature in preschool is used inseveral different ways and not just as reading aloud at rest. The results alsoshow that newly licensed preschool teachers believe that they have goodconditions for working with children's literature in preschool. The work withchildren's literature is often planned together with the work team and theimportance of the group is emphasized. This is positive for the preschoolteaching profession as it shows how preschool teachers work with children'sliterature.

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