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  • 1.
    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

  • 2.
    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)
  • 3.
    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

  • 4.
    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.

  • 5.
    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

  • 6.
    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.

  • 7.
    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

  • 8.
    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
  • 9.
    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. 

  • 10.
    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

  • 11.
    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
  • 12.
    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.

  • 13.
    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.

  • 14.
    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.

  • 15.
    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.

  • 16. Aili, C.
    et al.
    Blossing, Ulf
    Tornberg, U.
    Läraren i blickpunkten: Olika perspektiv på lärare liv och arbete2008Book (Refereed)
  • 17.
    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.

  • 18.
    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.

     

  • 19.
    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.

  • 20.
    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)
  • 21. 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
  • 22.
    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

  • 23.
    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.

  • 24.
    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.

  • 25.
    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.

  • 26.
    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.

  • 27. Andersson, Bo.
    et al.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barnets rättigheter2002Report (Other academic)
  • 28.
    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. 

  • 29. 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)
  • 30.
    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.

  • 31.
    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.

  • 32.
    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

  • 33.
    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.

  • 34.
    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
  • 35.
    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.

  • 36.
    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.

  • 37.
    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.

  • 38.
    Andersson, Lina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Bedömning för lärande i dans: En studie om danslärares bedömningsarbete i dans inom gymnasieskolan2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to gain knowledge of how six dance teachers view their work regarding assessment in Dance, in upper secondary school, within the new subject-and course syllabus from 2011. The study also aims to find out how the dance teachers go about in the feedback development dialogue in dance. The aim of the study is based upon my interest of assessment and how I further can find and develop different methods of assessment. The methods of the study are based on three qualitative interviews, as well as three interviews via e-mail. The interviewees have been chosen to participate in the study due to their students who major the Esthetic Programme, orientation Dance. The interviewees have also been chosen due to teaching within the new subject-and course syllabus. The result of the study demonstrate that the dance teachers find that the subject-and course syllabus is steering all of their work with assessment, as well as planning of courses and lessons. They also perceive the new subject-and course syllabus as very explicit. The result also shows that the dance teachers use formative assessment (assessment for learning) during the academic year. Summative assessment is used before grading, when they assess the students’ development and achievements. All teachers perceive one difficulty with assessment. They account for a shortage of time when it comes to assessing all elements of each course. During the feedback development dialogue in dance, the teachers are communicating in a formative way and present the students’ current position in the learning process, and how to reach further. In addition to rating and grading in the feedback development dialogue, all the teachers want to reinforce and strengthen the self-confidence of their students and also emphasize the students’ positive development.

  • 39.
    Andersson, Madeleine
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Lättläst - om eleverna själva får välja?: En undersökning om vilken text elever föredrar och varför2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

     

    When I attended a class in Swedish as a second language, at Karlstads University 2011, I learned about voice and coherence in text. This made me curious about our textbooks in school. In what way do textbooks differ from coherent texts? What do students prefer? Are easy to read texts always better?

    To make a text easy to read, you must take away some and you have to add some. What to take away and what to add, is one of the things that I intended to find out during my study.

     

    Due to Björn Meander (Strömqvist [red], 1995 s 15), in Sweden, people started to get interested in our textbooks in the middle and the end of the nineteenth century. There had been some critical voices raised against the Swedish Läsebok för folkskolan, especially from Ellen Key in 1898. Her critique was mainly directed towards the simple language in the book and the lack of original texts (Strömqvist (red), 1995 s 15). This was one of the reasons that led to the release of two of Sweden’s most famous schoolbooks, Nils Holgerssons underbara resa genom Sverige by Selma Lagerlöf and Svenskarna och deras hövdingar by Heidenstam. During the twentieth century the interest continued regarding the textbooks in school.

     

    In this study I have barely scratched the surface. I intended to find out whether students found the most joy in easy-to-read-texts, or if they thought the original texts were to prefer. And depending on the answer, why is that?

    A lot of text for example facts, describing text and details, are in fact often taken out of a text that is easy to read. By this I mean that students miss out of a great deal of exciting adventures that a book (in its original version) can provide! But on the other hand, when it comes to make a choice between reading a book that is manipulated or not reading it at all, the choice seems an easy one.

     

     

    Keywords: Easy-to-read, originaltext, coherence, voice, causality, outside knowledge, connections, engagement.

     

     

  • 40.
    Andersson, Magnus
    Karlstad University.
    Högläsningens positiva inverkan på yngre barns läs- och skrivinlärning2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The purpose with my essay is to explore the role of reading aloud in children’s way of coming to terms with what reading is. Many parents might read stories for their children without realizing its positive influence. These are the aspects I would like to address.

    Through literature studies as well as interviews it shows that where is a noticeable deferens between children that have or have not been read to in their ability to learn how to read. Through observing the readers interaction with for example a book or a paper the child can realize that these objects contain something of interest to the reader. The child can note the reader’s interactions with the book or a text which provides the child with a foundation in its understanding of what reading is and the child also gets a role model.

    When you read aloud to one or several children, it also gives them the opportunity to expand their vocabulary and furthermore to discuss both different texts and to them unknown words. For this particular reason the size of the group might have different affects.

  • 41.
    Andersson, Maja
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Naturvetenskap i förskolans läroplan: En studie om förskollärares uppfattningar om naturvetenskap i den reviderade läroplanen för förskolan.2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Swedish curriculum for preschool were revised in 2010. In the updated and developed version of the curriculum science has been given greater emphasis with new and improved course objectives. One reason for the revision was the decline in interest for science later in life and the drop in number of students who pursue a higher education in science. The preschool teachers now have the responsibility to include the subject in the daily routine. Thus, the management must see to that the teaching staff possesses the skillset necessary to complete the task at hand. The purpose of this study is to investigate which impact the revised curriculum has had regarding science in preschool. Further, the aim is to investigate what kind of support the teachers have had with the curriculum and if they, themselves, consider their skillset to be adequate to fulfill the course objectives. To answer the questions posed, a qualitative interview method was used. Nine interviews were conducted out of which six with preschool teachers and three with preschool managers. The results indicate that the teaching staff does not fully comprehend the curriculum or how to use it in regard to science and the use of science in the preschools. The study has also shown that the lack of support during the implementation of the revised curriculum may potentially have had a negative effect on the will and skillset of the teaching staff thus hampering the work with the course objectives. To be able to give science an equal part in the curriculum as other subjects and to expand the work with science in the preschools further education of the teaching staff is needed, as well as more support from the management. 

  • 42.
    Andersson, Marita
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Annorlunda syskonskap: En undersökning om syskon till barn med funktionsnedsättning inom autismspektrumtillstånd2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to examine whether if siblings of children with disabilities are affected psychosocially or not. The study is based on qualitative interviews, literature and reports relevant to the topic. Respondents have presented their views on how they think children are affected by growing up as siblings to children with disabilities in autism spectrum disorders.

    The result demonstrates that siblings, while growing up are being exposed to a more stress-related situation than their peers and are more neglected than children in general. The survey also found that siblings of children with a diagnosis within the autism spectrum may bring character traits such as greater empathy, maturity and responsibility. Gaining knowledge of their sibling's disability proves to be of great importance for how the children manage their lives. Through attention and professional assistance such as conversation and support the siblings are better equipped to cope with the situation, which they´re in.

  • 43.
    Andersson, Marita
    Karlstad University, Faculty of Arts and Education.
    Insider eller Outsider?: Ofullständiga grundskolebetyg – om stämplings- och exkluderingsprocesser ur ett livsberättelseperspektiv2008Independent thesis Advanced level (degree of Magister), 15 points / 22,5 hpStudent thesis
    Abstract [en]

    There are an increasing number of pupils leaving school with incomplete grades. Research indicates that the causes to this phenomenon may be individual- as well as school related and complicated to illuminate. The purpose of the study is to examine the processes of exclusion that have resulted in pupils´ incomplete degrees. Two research problems have been formulated. The first one is about the identification of exclusion and branding factors for pupils with incomplete degrees. The second one focuses on how the pupils processes of branding- and exclusion are shaped. Six in dept interviews with three pupils with incomplete degrees have been conducted from a life history perspective. Each pupil has been interviewed twice, at different occasions. Results show that the factors vary and are individual, and can be identified within the family as well as the school. In school, there may be a tendency to refer the problem to the pupil rather than to the entire context.

    This brands pupils that already are in a difficult situation, but results also show that school can have including tendencies as well. The three pupils in the study have in common that they contribute to the branding- and exclusion process by excluding themselves. To conclude, there are several factors that are intertwined and that together contribute to the result of incomplete degrees. Two of the pupils´ stories were related to Goldman’s (1980) identified stages of branding, which resulted in an understanding of these pupils process of exclusion. The third pupils´ story however, differed from the other two, and as a consequence, differed from Goldman’s theory, which is discussed.

  • 44.
    Andersson, Marita
    Karlstad University, Faculty of Arts and Education.
    Man känner sig lite kluven ibland: an international adopted’s experience of her learning process2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The aim of my study was to describe and interpretate how an international adopted person look back at and describes her learning process individually and in interaction with others. Data are based on one in-depth interview with a phenomenological inspired approach.

    The findings showed that the interviewee has repressed a great deal of her former life from her country of origin. According to the interviewee, the process of learning in interaction with other people has worked well. She has furthermore never felt that other students have treated her differently based on her appearance. There is some ambivalence in how the interviewee describes this though, which opens up for other interpretations.

  • 45.
    Andersson, Miranda
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Måltidspegagogik i förskolan: En kvalitativ studie om pedagogers upplevelers av den pedagogiska måltiden i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This qualitative study focuses to highlight the pedagogues’ experience of the pedagogic meals in preschool. In the study has six pedagogues from three different departments/preschool been interviewed. The interviews were recorded, transcribed and analyzed and then categorized. This study is based on socio-cultural perspective, where learning occurs in interaction with others and language is seen as a mediating tool.

     

    The result of this study reveals that the pedagogues believe meals to be important for the children’s social skills. Furthermore, many learning situations occurs at mealtime and it is important that the pedagogues are good role models during the meals. The environment during the meals differs a lot, however nice and quiet sought during the meals.

     

    In the result, it appears that all pedagogues see meals as a pedagogic situation, although special educations before the meals are never planned. It is found that even the children have the opportunity to steer the conversation during the meals and take food by themselves. The pedagogues also consider the learning of math and language develops through the conversation during the meals.

  • 46.
    Andersson, Patrik
    Karlstad University, Faculty of Arts and Education.
    Ung Företagsamhets arbetssätt: Ur pedagogens perspektiv2008Independent thesis Basic level (professional degree), 5 points / 7,5 hpStudent thesis
    Abstract [en]

    Abstract

    The aim of this paper is to, through interviews, examine what opinions teachers connected to "Ung Företagsamhet" (Young Enterprise, UF) have on the work of UF compared to contractual and traditional learning. The reason for this is to find out if UF´s way of working is successful in a world, where the definition of knowledge constantly changes. Through qualitative interviews the views of four UF teachers are scrutinised. The results of the interviews indicate that UF works in a way, which contains both contractual and traditional learning, where both directions complement each other in different stages of the learning process.

    Key words: Contractual learning, pedagogical perspective, Young Enterprise, traditional learning

  • 47.
    Andersson, Sanna
    Karlstad University, Division for Ingesund College of Music.
    …lärare i en ny verklighet: En undersökning om lärares inställning till nya medier, särskilt videofilm, som hjälpmedel i stråkundervisningen.2008Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is about how video films are used in teaching. By video film, I am referring to TV, DVD, VHS and film clips from the Internet or other sources. I imagined three areas of usage in which video films could be used for educational purposes: • video films for the students to bring home to assist with their practising, for example a tutorial video • filming the students • showing skilful musicians I made nine interviews to discover different string teachers’ thoughts and experiences of the medium, and their student’s reactions. I also wanted to know the demand for tutorial videos among string teachers and contacted producers and distributors.   Though media wasn’t frequently used in teaching among my respondents, they saw video films as a helpful aid. But there was also a fear that the interaction between teachers and students would disappear. It was hard to see a connection between teachers’ different repertoire and methods, and their use of video film. Teachers, and companies that produce teaching media, believed that the use of multimedia in education was indicative of the generation, and that we could expect an increase of multimedia use in teaching.

  • 48.
    Andersson, Stina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Blommor och bin i förskolan: En studie i hur pedagoger bemöter barns tankar om fortplantning2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to research how some pre-school teachers respond to children´s thoughts and questions about the reproductive process in their teaching. The study is conducted through qualitative interviews with ten teachers from three different pre-schools. The findings show both possibilities and difficulties that the teachers encounter in this area, as well as the teachers’ different approaches to the subject. The results show that there are several different aspects and views concerning the reproductive process teaching. The children’s own questions are of vital importance to the choice of pedagogic methods in this subject. The teachers use books, the internet and films, as well as outdoor excursions when teaching the reproduction process in plants and animals. Conclusions show that abstract words and concepts form obstacles in the dialogues about the reproductive process. The didactics can also be rendered more difficult by parental views and different cultures. The teachers unanimously pointed to their own commitment as a key factor to success in the reproductive process teaching. Some of the teachers find this an easy subject to teach while others find it problematic.

  • 49.
    Andersson, Tim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Alla är individer… men ändå bundna till sitt kön: En ”cross-culture” studie med kenyanska och svenska lärare om medvetenhet och förhållningssätt till jämställdhet2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This "cross-culture" study deals entirely on awareness and attitudes among Kenyan andSwedish teachers in terms of gender equality. Parts of this study were conducted in Kenya,where I spent a month living and visited a school in a multi-million city. There, I conductedsemi-structured interviews with teachers and gathered material for my thesis. The purpose ofthis study is to see how teachers in Kenya relate to gender and then compare this withSwedish teachers. The study also includes a review of national policy documents for schoolregarding gender equality. In Kenya I interviewed four teachers in the secondary school whoteach various subjects.

    The conclusions drawn by the governing documents for school was that the teachers in bothcountries are encouraged to work with gender equality. My performance analysis isconstructed on the basis of Yvonne Hirdmans theory of dichotomy, hierarchy andreproduction process. Educators' awareness of gender issues was distinguished. Everyone hadopinions and told me about them. There approach to equality lead to some diversity amongthe teachers. They claim that equality brings many negative sides and are afraid that they willovershadow the good parts.

  • 50.
    Andersson, Yvonne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    ”Charaden” i mötet med skriftspråket: Två livsberättelser från vuxna med verifierade läs- och skrivsvårigheter2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this qualitative study with narrative approach is that by stories from two adults with verified reading and writing disabilities try to understand their experiences of what has influenced their reading and writing development during primary school. The focus of the study is how and what the participants tell about their reading and writing development during primary school and also how the participants perceive and assess as adults the primary school´s achievements to support their reading and writing development.

    Life stories were used as method in taking part of the participants` experiences and are supposed to be understood from a sociocultural perspective. Interviews were accomplished with the study`s two participants. After the first interview a chronological life story was written. After that another interview which deepened the understanding was performed about the different themes that had come up during the interviews in both stories: reading exercises, the significance of the group, the significance of the teacher, adjustments and identity.

    The result shows a feeling of alienation among the participants and exclusion in smaller groups, a lack of compensating support and a wish of an earlier diagnosis. The connection to the teacher and the teacher´s attitude is to the pupil an important element for a successful reading and writing development. There is a complexity in supporting pupils with reading and writing disabilities in a way that encourage their reading and writing development and also strengthen their self-esteem. Pupils in today´s school should not have to look upon school attendance as a charade.

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