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  • 101.
    Asghari, Hamid
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Två yrkeslärares berättelser om bedömningshandlingar på industritekniska programmet2018In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 8, no 1, p. 23-44Article in journal (Refereed)
    Abstract [en]

    The focus of this study is on two vocational teachers´ stories of grade assessment. The teachers are Leif and Johnny, who teach in the industrial technology programme in two different upper secondary schools in Sweden. The research method we use in the study is life stories. From the vocational teachers’ stories emerge different categories of assessment criteria that show different considerations, as compared to the national knowledge requirements, when grading students with one of the five pass grades. The categories for passing grades are: the grade awarded as a prize rating, the grade awarded as being an okay-guy, the grade awarded in advance, and the grade awarded as a last chance. The categories show that the vocational teachers Leif and Johnny, in their assessment documents, do not always comply with the requirements that the syllabus and steering documents put on the knowledge assessment. Leif and Johnny use different forms of knowledge measurements when grading their students with passing grades. The forms are based on their social relations with their students.

  • 102.
    Asic, Anesa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Förändringar och förberedelser inför att barnkonventionen blir svensk lag: Förskollärares och förskolechefernas tankar om barnkonventionen när den blir svensk lag.2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to contribute with knowledge of interpretation and applicable of the Convention on the Rights of the Child in preschool, with the background that the Convention on the Rights of the Child becomes Swedish law in 2020. I want to investigate how preschool managers and preschool teachers relate to the children's convention, and work alongside it in the daily activities to gain a better understanding of the difficulties in-volved in the work of the child convention (UNICEF, 1989).

    My questions that are fundamental to the work are: • How do preschool teachers and preschool managers describe the prepara-tions that are required in pre-school activities for the Convention on the Rights of the Child to become Swedish law 2020?• How does preschool teachers and preschool managers describe the work on the children's convention in the children's group, both current and future?In my survey

    I have used relevant literature, previous research and open-ended interviews. The interviews have been conducted at two different preschools in two different municipality, one preschool manager and one preschool teacher in each municipality.

    The study has shown that they are working on the children's convention at preschools at the present time, but that the work needs to be clarified and highlighted for the children but also the guardian.

  • 103.
    Asif, Fahima
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Teaching in Overcrowded Classes: A Quantitative Study of Class Size Effect on Students’ Learning Achievements2013Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    This study is about Afghan teachers teaching strategies and ways for dealing with large sized classes and to see the connection between class size and students final exam result in two different grades. The total pupation of students is 739. Out of this 565 participants of the study are in overcrowded classes. The rest of them were from small sized classes. The data is analyzed by comparing the tests of two different sized classes, it means students’ achievement in large and small classes were compared. The research is also on finding about various teaching methods used by teachers in overcrowded classes and to see the effect of class size on learners achievement. The result of the study shows that teaching in an overcrowded classes is a challenging problem for teachers. The most serious issue in large sized classes is physical space limitation, teaching materials, text books and few furniture. They spend much of the time in arrangement of their classes, becauseof this teachers have less time for giving the actual lesson. It is difficult to motivate learners in large sized classes.

    The data indicates that the performance of the students in large sized classes is very low compared to the smaller classes. The study need more investigation about using effective strategies for dealing with work in large classes.

  • 104.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Body Talk: Moving beyond speech when analysing literature discussions2016In: Language and Literacy : A Canadian Educational e-journal, ISSN 1496-0974, E-ISSN 1496-0974, Vol. 18, no 3, p. 1-15Article in journal (Refereed)
    Abstract [en]

    The intent of this article is to promote a methodological approach to the analysis of literature discussions by adopting a conversational analytic approach that views embodied actions (including talk) as multimodal. It is argued that this analytic approach moves beyond previous studies that focus on talk only, when analysing literature discussions, and further, that such an approach contributes to an increase in our understanding of the complex meaning-making processes that are set into play when students interact on literary texts in school.

  • 105.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Platsens betydelse för pojkars och unga mäns läsning2018In: Svenskläraren, ISSN 0346-2412, no 1, p. 14-15Article in journal (Other (popular science, discussion, etc.))
  • 106.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Learning How (and How Not) to Weld: Vocational Learning in Technical Vocational Education2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 1, p. 1-16Article in journal (Refereed)
    Abstract [en]

    This article focuses on vocational learning in technical vocational education in upper-secondary school, with a special focus on the object of learning to weld. A concrete teaching situation where the learning object to weld is the focus of the interaction between a vocational teacher and an upper-secondary student was documented by a video camera and then analysed from two different perspectives: a conversation analytical perspective and a variation theory perspective. The combination of the two perspectives allows a study of learning that deals with issues regarding both form and content, which may increase our understanding of vocational learning in technical vocational education in upper-secondary school

  • 107.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Man får lura hjärnan lite": Motsvets och yrkeslärande i teknisk gymnasial utbildning2015Conference paper (Refereed)
  • 108.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Men röret svänger ju" - om yrkeslärande i svetsundervisning2017Conference paper (Other academic)
  • 109.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Teaching and Learning How to Weld in Interaction: Professional Development2018Conference paper (Refereed)
  • 110.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Ljung Egeland, Birgitta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Då och nu – arbetarmän på landsbygden och deras läsarhistorier2018Conference paper (Refereed)
    Abstract [sv]

    Den här studien ansluter till ett tidigare projekt där vi genomfört livsberättelseintervjuer med unga arbetarmän som bor på landsbygden, vilkas berättade erfarenheter av läsning legat till grund för framskrivandet av dessa mäns  läsarhistorier. Resultatet av detta projekt har bl.a. publicerats i en artikel i Gender & Education (Asplund & Pérez Prieto, 2017) i vilken vi visar på möjligheterna, och behovet av att studera arbetarmäns relation till, och erfarenheter av läsning utifrån en livsberättelseansats med en vidgad syn på text och läsning (se också Asplund, 2016; Asplund & Pérez Prieto, 2014, 2016). Bland annat visar vi hur de unga männens läsarhistorier har tagit form i relation till den i samhället dominerande diskursen om läsning genom vilken de unga männen i flera avseenden förminskar sig själva som läsare, men också att läsarhistorierna har formats av, och format de specifika sociala och kulturella kontexter och diskurser vilka de unga männen lever i och är en del av.

       Med erfarenheterna från det tidigare projektet genomförs i den här studien livsberättelseintervjuer med vuxna män med arbetarklassbakgrund, uppvuxna under olika årtionden i en glesbygdskommun i Sverige. Gemensamt för de intervjuade är att de ska ha studerat på ett traditionellt mansdominerat yrkesprogram (eller motsvarande) på gymnasiet eller yrkesskola. Motivet till detta är att vi vill ta del av berättelser och perspektiv från en f.d. elevgrupp där andelen elever med arbetarklassbakgrund är hög, och där genomströmningen till vidare studier i jämförelse med elever från teoretiska gymnasieprogram, är markant lägre. Syftet är att studera vilken betydelse läsning och texter har, har haft, och ges i dessa mäns liv, och hur de individuella läsarhistorierna samverkar med det omgivande samhällets utveckling (i termer av exempelvis ekonomiska, sociala, kulturella och teknologiska förändringar). I denna presentation kommer vi att presentera några 60-åriga mäns läsarhistorier.

  • 111.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Under the teacher´s radar: Literacy practices in task-related smartphone use in the connected classroom2018In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 18, p. 1-26Article in journal (Refereed)
    Abstract [en]

    In this article, we explore the role of smartphones in the classroom and how they interact with teaching. Drawing on examples of literacy events, we show how the students use the smartphone as a resource to exercise power and influence in the literacy practices in which they participate in the classroom, in relation to a teaching content. These actions take place without the teachers being aware of them, and thus theseprocesses dismantle the teacher’s authority in terms of access to, and overview of, the diversity of texts that are managed by the students in the classroom. The article concludes that it is evident that digital tools in general, and smartphones in particular, change the role of the teacher and the school, and thatthe students’ design of texts places new or altered demands on students as well as teachers.

  • 112.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Åberg, Magnus
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centrum för genusforskning (from 2013).
    Vargen kommer!: Om läsundervisning och texter som väcker känslor2016In: Läsa mellan raderna / [ed] Christina Olin-Scheller, Michael Tengberg, Malmö: Gleerups Utbildning AB, 2016, 1, p. 211-233Chapter in book (Refereed)
  • 113.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Ellie is the coolest': class, masculinity and place in vehicle engineering students' talk about literature in a Swedish rural town school2013In: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 11, no 1, p. 59-73Article in journal (Refereed)
    Abstract [en]

    This article aims to show how boys in a vehicle engineering programme at an upper secondary school in Sweden use their reading and literature discussion in their identity construction and how the classroom is converted into a place where the boys create the social space that they are a part of. This article is written in the intersections between different disciplines, research fields, and theoretical and methodological perspectives, and it is argued that this approach makes it possible to exceed each respective limitation and present a more nuanced and far-reaching discussion about how children use literature discussions in the construction of identity and place.

  • 114.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    "En del är ju helt koko". En samlare berättar2017Conference paper (Other academic)
  • 115.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    "One song away from being home": om boksamlande, läsning och Johnny Cash. Sidospår, eller…?2016Conference paper (Other academic)
    Abstract [sv]

    I den här texten studeras erfarenheter av läsning och texter i relation till boksamlande. Niklas, en ung man i 25-års åldern, och hans pappa, intervjuas på plats bland alla böcker och föremål som de samlat, såväl hemma hos Niklas pappa som hemma hos Niklas. Utgångspunkten för texten är en livsberättelseansats som sätter den berättande människan i centrum.

    Böckerna framstår i våra samtal som först och främst artefakter med estetiska, ekonomiska och gemenskapsskapande värden. De ska sorteras och kategoriseras efter bl.a. genre för att sedan sättas upp snyggt och prydligt i bokhyllor. Detta kroppsliga hanterande av böcker är något som också sker socialt och tillsammans med andra och kan ses som handlingar genom vilka den specifika sociala och kulturella kontext i vilken de lever och verkar i bevaras och reproduceras.

  • 116.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    På jakt efter en läsarhistoria2014Conference paper (Other (popular science, discussion, etc.))
  • 117.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    På jakt efter en läsarhistoria2014In: KAPET, ISSN 1653-4743, Vol. 10, no 1, p. 38-57Article in journal (Other academic)
    Abstract [sv]

    Abstract

    Intresset i den här artikeln riktas mot Niklas[1] - en ung, manlig grävmaskinist, boendes i en landsbygdsort i mellersta Sverige – och hans läsarhistoria. Utifrån en livsberättelseansats har Niklas berättelse och reflektioner över sina erfarenheter av läsning studerats. Utgångspunkten är ett förhållningssätt genom vilket vi lyfter fram Niklas läsarhistoria utifrån hans eget perspektiv och där vi försöker förstå hur de specifika lokala och kulturella kontexter mot vilka Niklas läsarhistoria samspelar och samverkar är verksamma.

     

  • 118.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    The Book and the Text: Expanding the definition of a male reader2015Conference paper (Refereed)
    Abstract [en]

    The Book And The Text - Expanding The Definition Of A Male Reader

    Boys’ relation to reading has been debated for a long time. Numerous international studies bear witness to an existing gender gap in children’s reading; boys read worse and to a smaller extent than before, and they read less than girls and lag behind in literacy skills (Clark & Burke, 2012; Gambell & Hunter, 2000). If one considers the situation from a class perspective the situation of boys with working-class background is described as particularly problematic, since extensive research indicates that there exists a particularly poor reading proficiency among socio-economically disadvantaged boys. In many of the studies there are also often expressed a concern for these boys’ future, since without the ability to read well, they are risking to lose access to higher education and future careers.

    Despite the extensive research that exists on boys’ relationship to reading, we have currently still rather limited knowledge about the role and importance reading has in the lives of young men and what experiences they carry out from the reading they have been taught as students in school.

    In our presentation, and, from a longitudinal perspective with the aim of focusing our attention on one of the many working-class boys who has walked through the school system as a student, our intention is to be conducive to new knowledge in the field, and also to modulate the negative image of young working-class boys’ future opportunities that is conveyed.

    At the center of our presentation is Niklas - a young male excavator, who lives in a rural village in the central parts of Sweden, and our purpose is to present a picture of his reader history, i.e. the journey he has made in his life as a reader of various kinds of texts. Niklas’s reader history is part of a larger research project where we are using a combination of different methodological and theoretical perspectives in the study of young men’s reader histories.

    Through a life story approach (Mishler, 1999; Goodson & Sikes 2001), we will in our presentation let Niklas’s story form the basis of our understanding of the phenomena he chooses to talk about, which among other things means that we will use a broader concept of text in our analysis of Niklas’s reader history.

    The narrative reflections (Freeman, 2010) that are expressed in Niklas’s narrative of his journey through life as a reader, and the different reader identities that emerge through his own narrative, forms to us his reader history. This reader history has obviously not occurred in a vacuum, but it has been shaped by, and has shaped, the social and cultural environments in which it took place, which is why we also have the intention of highlighting the specific contexts against which Niklas’s reader history interact. Given that social categories, such as gender, class and place are important for students’ school careers, we believe that it is important to study how these categories interact and cooperate in Niklas’s story about his experience of reading. Here, Massey’s work (2005) on place as a social construction, and her emphasis on the mutual relationship between place and identity, Connell’s work (2005) on the construction of masculinity, and the class perspective developed by Bourdieu (1984) are important points of departure in our analysis.

    Method

    We will tell Niklas’s story by using an approach through which the narrator is at the center of attraction. Thusly, our study has a longitudinal research design (Goodson & Sikes, 2001). The longitudinal design can help us get sight of how Niklas’s relationship to and experience of reading has been shaped, changed and evolved over time. This approach means that it is Niklas’s story that will be brought into focus. At the same time, this personal story shall be put into perspective by relating it to the specific social, cultural and historical circumstances in which what is told takes place (Goodson & Sikes, 2001; Mishler, 1999) why even such empirical data in the form of, for example, documents, theories, texts and physical locations and buildings will be used in our analysis. The reader history to which our interest is directed during our presentation is based on two life story interviews (see Goodson & Sikes, 2001) conducted with Niklas, today a 25-year-old young man, in the summer of 2013. The interviews took place in Niklas’s home and lasted for a total of three hours. Niklas’s story is based on empirical data gathered from a previous research project about a group of vehicle engineering boys’ encounter with the teaching of Swedish at an upper secondary school in a rural place in central Sweden, a project in which Niklas attended as a vehicle engineering student (Asplund & Pérez Prieto, 2013). These extensive empirical data, which consist of videotaped lessons, interviews, surveys and documentation of the boys’ self-produced written texts related to their Swedish classes, among other things, combined with life story interviews, allow us to deepen and modulate our analysis and presentation of Niklas’s reader history.

    Expected Outcomes

    In the reader history that emerges through Niklas’s narrative, there are more ways to interact with books and texts than the more conventional ways. For instance, Niklas tells us how he helped his father to collect, sort out and sell old books, which to Niklas becomes a way to interact with books, and the interaction that Niklas is talking about has its meaning and significance in the specific context in which it takes place. This concrete and embodied interaction is also significant of Niklas’s relation to reading and books, and it is therefore also an important part of his reader history. Thus, the approach used in our study makes it possible to identify and highlight other, less common ways to interact with books, which also allows a more complex and nuanced story about a young man’s relation to reading.

    References

    Asplund, S-B.and Pérez Prieto, H. (2013). ‘Ellie is the coolest’: Class, masculinity and place in vehicle engineering students’ talk about literature in a Swedish rural town school. Children’s Geographies Issue 1, 2013. Bourdieu, P. (1984). Distinction.A Social Critique of the Judgment of Taste.Cambridge, MA: Harvard University Press. Clark, C. with Burke, D. (2012). Boys’ Reading Commission.A review of existing research to underpin the Commission.London: NationalLiteracy Trust. Connell, R. W. (2005). Masculinities. 2nd ed. Berkeley: University of California Press. (Original workpublished 1995). Freeman, M. (2010). Hindsight.The Promise and Peril of Looking Backward. New York: Oxford University Press. Gambell, T., & Hunter, D. (2000).Surveying gender differences in Canadian school literacy. Journal of Curriculum Studies, 32, 689–719. Goodson, I. & Sikes, P. (2001). Life History Research in Educational Settings.Learning from lives. Buckingham: Open University Press. Massey, D. (2005). For Space. London: Sage. Gambell, T., & Hunter, D. (2000). Surveying gender differences in Canadian school literacy. Journal of Curriculum Studies, 32, 689–719. Mishler, E. G. (1999). Storylines: Craftartists’ narratives of identity. Cambridge,Mass.; London: Harvard University Press.

  • 119.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Young working-class men do not read: or do they?: Challenging the dominant discourse of reading2018In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 30, no 8, p. 1048-1064Article in journal (Refereed)
    Abstract [en]

    In the majority of the research on boys’ and young men’s relation to reading, it is argued that boys and young men read too little, read poorly and in all the wrong ways. However, few studies focus on how boys and young men read the texts they do encounter. In particular, there is a lack of research on young men of workingclass background, whose relationship to reading is stressed as particularly problematic in many studies. In this article, we approach the reader histories of three young working-class men from a life story perspective, on the basis of a broad definition of text and reading, to capture how reading and texts are used in their identity construction. Our analysis shows that the young men engage in reading in different ways, from listening to audio books and reading aloud to watching films. We argue that our approach makes it possible to re-envision working-class men as readers who, among other things, use reading to construct softer masculinities, thus challenging the dominant narrative of workingclass masculinity and working-class men’s relationship to reading and texts.

  • 120.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Navigating between disorder and control: Challenges and choices when teaching reading strategies in the L1 classroom2016In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 16, no Open Issue, p. 1-25Article in journal (Refereed)
    Abstract [en]

    Conversations about texts are often presented in research as particularly beneficial to students’ reading development, based on the argument that the opportunity to confront, discuss and negotiate different readings in the classroom enhances students’ skills in engaging with texts. In this article, we examine in detail the interplay between a teacher and her students when they talk about argumentative texts in a Swedish ninth grade classroom setting. In the analysis we combine a Conversation Analysis ap-proach with reading theories that emphasize the dialogical encounter between reader and text. Our result indicates the dual nature of the teaching perspective which sometimes involves conflicting aims. The teacher has to choose between intervening in response to student reactions that reflect emotional and stereotypical attitudes that may hinder a critical reading, or intervening to make use of and stimu-late reactions that may lead to more critical readings. Thus, our study emphasizes that it is crucial that teachers are able to both manage the leadership in the complex classroom interaction, and to apply knowledge about reading processes and strategies that students get involved in when they discuss en-gaging texts in school.

  • 121.
    Asserholt, Matilda
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Psykosocial arbetsmiljö i förskolan och dess påverkan: En studie om pedagogers upplevda psykiska hälsa och välmående inom förskoleverksamheten2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 122.
    Astré, Karin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Myndiga elevers delaktighet på möten av utslussningskaraktär: Personalens syn på vägar till delaktighet för elever på gymnasiesärskolans individuella program2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att belysa hur några personal, som arbetar nära myndiga elever med intellektuell funktionsnedsättning (IF) på gymnasiesärskolans individuella program, beskriver och resonerar kring elevernas delaktighet i beslutsprocesser som rör deras framtid med fokus på möten av utslussningskaraktär.

    Studien är kvalitativ. Tre personalgrupper om sammanlagt 12 personer från olika skolor och kommuner har genom fokusgruppsdiskussioner fått ge sin bild av elevers delaktighet i samband med utslussningsmöten.

    Resultatet i den här studien tyder bland annat på att myndiga elever på gymnasiesärskolans individuella program i liten utsträckning är delaktiga i de mötesforum där deras framtid behandlas. Det är andra personer som talar för eleven, ofta föräldrar som kan ha en funktion av god man. Vidare framkommer att det var stora variationer mellan skolorna i vilken mån elever görs delaktiga i de här sammanhangen. En elevs möjlighet att vara delaktig i planeringen av sin framtid är beroende av flera faktorer varav en skolas rutiner, personalens kännedom om eleven, mottagande myndighets rutiner och vilja till samverkan samt föräldrars önskan är några av de mest centrala.

  • 123.
    Augustsson, Emelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Fem pedagogers uppfattningar om stress i förskolan: Förskollärares uppfattningar om stress på förskolan och möjligheter att motverka den2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Förskolan är en verksamhet där stress är vanligt förekommande både bland barn och vuxna. Barngrupperna i förskolorna växer och pedagogerna får alltmer press på sig i sitt yrke. Syftet med denna studie är att undersöka förskollärares uppfattningar om stress i förskolan och vilka möjligheter som finns att motverka den. För att granska detta har fem pedagoger intervjuats och redogjort för sina åsikter om och erfarenheter av området stress och hur man kan förebygga den bland barnen.

    Resultatet visar bland annat att lärarna ser stress som något som kommit starkare under senare år och att detta till stor del kan bero på föräldrars stress och påfrestningar. Kraven från omgivningen har ökat och det är viktigt att göra bra ifrån sig i sitt arbete. Det visar också att stressen bland barnen visar sig som tydligast när det blir många barn i verksamheten på samma gång och omgivningen blir högljudd och orolig.

    Åtgärder för att motverka stress kan vara att beröra barnen och ha avslappning tillsammans med dem. Att låta dem varva ned till lugn musik och låta dem vila i lugn och ro. Ett annat sätt är att fundera över lokalernas möblering och skapa "rum i rummet".

  • 124.
    Augustsson, Helena
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Den fysiska miljöns betydelse för personer med perceptionsstörningar: Verksamhetsnära pedagogers uppfattningar inom LSS-verksamheter2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with the present study is to examine house pedagogues’ perceptions of how physical factors in the common areas of group homes affect people with perception disorders. The questions that the study further answers is whether adaptations in the physical environment have been implemented or need to be carried out based on the individual's needs, and whether the persons living in the group home have been involved in the design of the physical environment in the common areas. The people who is living in the group home have disabilities in the autism spectrum and intellectual disability of varying degrees.  In order to answer these questions, I have conducted a survey with complementary interviews. The house pedagogues who participated in the study all work in group homes, which are governed by decisions under LSS, The Act on Support and Services for Disabled People.   I have analyzed the result with the theoretical starting point KASAM, which is based on Antonovsky's concept of context. Antonovsky believes that the existence is comprehensible, manageable and meaningful when internal and external stimuli come in an orderly, structured and cohesive manner.   The result of the study shows that the perceptions of house pedagogues are that difficulties in dealing with different forms of sensory experiences in the common areas of the group homes affect the people who is living there. The result also shows that adjustments have been made and that further adjustments would have to be made within the activities to meet the needs of people for the environment, and that in some of the activities, individuals have had the opportunity to influence the design of the physical environment in there living environment.   This study can contribute to increased knowledge, through house pedagogues’ perceptions, about difficulties within different forms of sensory experiences for people with perception disturbances and in what areas there is a need for adaptation.

  • 125.
    Axelsson, Camilla
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Kemiska begrepp i förskolan: En intervjustudie om hur pedagogerna använder sig av kemiska begrepp i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den hät studien är att se vilken erfarenhet pedagoger inom förskolan har av kemi och kemiska begrepp och hur dessa används i verksamheten. Som metod har jag valt att använda mig utav en kvalitativ intervju som är av semistrukturerad karaktär. Mitt resultat visade på att det var flera av pedagogerna som upplevde en stor osäkerhet på vad ett kemiskt begrepp är och attt de sällan eller aldrig använde sig utav dem.

  • 126.
    Axelsson, Emma
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kvarnström, Linnea
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Titta, dom snackar!: En observationsstudie om icke-verbal kommunikation mellan de yngsta barnen och pedagoger i förskolan2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 127.
    Axelsson, Erika
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    En bildanalys av användaren och utvecklare av tekniken i barnböcker ur ett genusperspektiv2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is a subjective image analysis of children books where the purpose of the study was to investigate how gender aspects are expressed in children books with the focus on content regarding technology. The study is aimed at educators who are active in preschool activities. The study is based on four Alfons Åberg-books and a newer book focusing on digital technology called Hej Ruby. The images have been analyzed based on Falk's analysis framework where the images are divided into four categories - denotative level, internal context, external context and connotative level.

    The study has found that the technology in children's books follows certain traditional gender patterns. For example, the technology in the kitchen, most often associated with women is forgotten, it does not show as well as the typical male technology, as construction where technology often appears as a project created by the man.

  • 128.
    Axelsson, Stina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    När musiken talar - på barnets nivå: En studie om musikens betydelse för barns språkliga utveckling2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

     This is a study that wants to investigate whether music can contribute to linguistic development through interviews. In the literature review, researchers and educators clarify the connection between music and languages. The study is based on the sociocultural perspective. The six educators interviewed for the study suggest that music has a contributing effect on children's language development. Furthermore, it is explained that music brings joy and fellowship that becomes an interaction between the children in preschool. By interaction and learning of other people's previous experiences, the children can develop their language. In the discussion it appears that the music gathering for children gives a sense of safety, which makes them comfortable to express feelings and thoughts, which in turn leads them to communicate and interact with others to develop their language.

  • 129.
    Axén, Amelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Rörelse på förskolegården: Pedagogernas arbete med rörelse och motorik på förskolegården2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Movement and motor development for children is a current issue. Research shows that children are becoming more sedentary in front of the television, computer, iPad, etc. The purpose of my thesis is to study how pedagogues work with movement and motor development in the preschool yard. In my attempt to investigate this, a qualitative research in the form of face-to-face interviews was performed. Qualitative interviews is the chosen method for my research to provide as extensive and detailed answers as possible. Six preschool teachers (both with and without pedagogic education) from three different preschools participated in the research. The results show that none of the teachers worked with planned movement activities to support the development of children’s physical development. However, they all felt that movement and motor development are important for the children and that a lot of movement and motor training are already performed naturally in the outdoor stay. 

  • 130.
    Aziz, Abdul Malik
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    ASSESSMENT OF SCIENCESUBJECT IN SECONDARY SCHOOLS IN TWO PROVINCES OF AFGHANISTAN.: Teachers' Practices and Views in twoProvinces of Afghanistan2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Assessment is very important in teaching and learning and should be integral part of instructions in classrooms. It is believed that assessment; learning and teaching have close relationships with each other, which improve teachers teaching and students learning. As such teachers should pay attention to assessment, without assessment it is impossible for teacher to find weak and strong points of learning of the students as well as of their own teaching.  Teachers should use different kinds of assessment like: diagnostic assessment, formative assessment and summative assessment in their teaching.

    This study was conducted in two provinces in Southern part of Afghanistan: Zabul and Kandahar. For this study two data collections tools were used, one was teachers’ questionnaire for 80 teachers in lower secondary schools in science subjects. The questionnaire is consist of 32 questions, in questionnaire  it was asked from the teachers about assessments, next was classroom observation form which is consist of 22 questions, both of them were answered but some answers were misunderstood by the teachers that they provide wrong answers. Out of 80 teachers I observed 12 teachers’ teaching. The data which was collected by classroom observation was poor and most teachers’ activities related to one option of the classroom observation.

  • 131.
    Baartman, L. K. J.
    et al.
    a Research Group Vocational Education, Utrecht University of Applied Sciences, Utrecht, the Netherlands.
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    de Bruijn, E.
    a Research Group Vocational Education, Utrecht University of Applied Sciences, Utrecht, the Netherlands.
    VET students’ integration of knowledge engaged with in school-based and workplace-based learning environments in the Netherlands2018In: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435, Vol. 31, no 2, p. 204-217Article in journal (Refereed)
    Abstract [en]

    In vocational education, students learn in different school-based and workplace-based learning environments and engage with different types of knowledge in these environments. Students are expected to integrate these experiences and make meaning of them in relation to their own professional knowledge base. This study focuses both on what types of knowledge students learn in these environments and how they integrate these different types of knowledge. Individual and group interviews were conducted with students, teachers and workplace supervisors in a vocational programme in the Netherlands. Results show that students recognise the importance of vocational knowledge learned in school-based learning environments while they are in the workplace and vice versa, and continuously contextualise knowledge to make it applicable for new circumstances. Also, students learn differently at school due to their experiences in the workplace. © 2018 Informa UK Limited, trading as Taylor & Francis Group

  • 132.
    Baaz, Louise
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Det är inte en katt! Det är en häst!: En studie om bildskapande i förskolan2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to contribute with more knowledge about the pedagogue’s view of children’s image forming. To explore this, I have chosen to use semistructured qualitative interviews as the method, in the study there has been 5 interviews preformed. This study is based on Lev Vygotskijs socio-cultural perspective of learning. In my result I found that communication is a very large part of the interpretation of children’s pictures and that image forming is supposed to be on the children’s terms. The interviewed pedagogues pointed out that it is very important that you ask the child about what they have painted and not to have a preconceived thought.

  • 133.
    Bach, Emma
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Bilderbokens väg till förskolan: Om urvalet av litteratur till förskolan från biblioteket2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

     

    This study is carried out within the theme of language and narrative, under the theme picture book and the main focus is on how the selection of books for preschool is done by the books borrowed from the library. The empirical material is based on interviews of preschool teachers and library staff and the study's focus is about how the preschool and library choose children's literature, and cooperation between libraries and preschool. The result shows that the library has a significant role for which books are present at the preschool and the approach of preschool teachers has influence for how books are available for the children as well as how the books are used in the daily practice. The study also shows that the collaboration between library and the preschool is minimal and that both parts agree that they would benefit from more collaboration. The study's results show, however, that the lack of collaboration has attracted the attention and the project Berätta, Leka, Läsa organized by Läsrörelsen hopes to improve collaboration between the preschool and library.

  • 134.
    Backahöjd, Annika
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Ett tydligt ledarskap i klassrummet: En studie om ledarskapet i Nya Zeeländska klassrum2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate the form teachers’ leadership, in a special education perspective, to give all pupils possibility to manage with their studies, within the limits of ordinary teaching. My issues are: what do the teacher’s educational planning look like? How do they deal with the pupils? What kind of surroundings there are in the classroom? How do the teachers experience their own leadership?

     

    The research method that I have used is observations and interviews. The study is based on 5 observations and 5 interviews in a school in New Zeeland. The teachers I observed are the same teachers I interviewed. The study is made in sociocultural perspective.

     

    The result of this study shows that the teachers in the classroom are sharp and democratic. They feel responsibility for all pupils. All pupils are taught in the classroom. Through the sharp leadership all pupils participate in the social structure which a classroom form. The sharp leadership make all pupils progress. The teachers show consistent acting throughout the lessons in combination with a kindful distinction.

     

    The conclusion I draw from this study is that the teachers show such a sharp leadership, it gives the pupils the opportunity to succeed in the ordinary class.

    The importance of a clear and sharp leadership cannot be enough emphasized.

    I hope this study will contribute to an understanding of the importance of leadership in the classroom, especially in an including perspective.

     

  • 135.
    Backman, Louise
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Nyanlända barn i behov av särskilt stöd i förskolan: Förskollärares erfarenheter2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to generate further knowledge about preschool teachers' work with newly arrived children who are in need of special support. Presently, there is a small amount of research in this subject and therefore I think it is a relevant topic to study.

    The study is conducted with semi structured interviews as a qualitative method for accessing the preschool teachers’ description of their work with newly arrived children in need of special support due to disabilities. It appears that it is a challenge for preschool staff to know what the need for special support is based on, whether due to disability or of being a refugee and the difficulties it contains. In order for preschool teachers’ to have the opportunity to use appropriate support, they need to have knowledge of the child's background and they also need to have well function communication with the parents. It is usually the staff at the preschool who first notice when a child needs supplementary support.

    With the preschool teachers' descriptions this study examines what perspective preschool teachers’ have on their work with newly arrived children in need of special support. This is done with help of four different special educational perspectives.

    This study shows that it is important to have good cooperation between preschool and parents, the parties are then dependent on well-functioning interpretive opportunities for the cooperation to function, which turns out to be varied.

  • 136.
    Barse, Camilla
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Lärplattan som verktyg för att främja språkutvecklingen för flerspråkiga barn.: En studie om vilka strategier pedagoger i förskolan använder för att främja språkutvecklingen för flerspråkiga barn med hjälp av lärplattan.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to investigate the strategies that pedagogues in pre-school use to promote language development for multilingual children using the digital notepad. My two questions I have assumed are: 1 - What attitude does the pedagogues have for the digital notepad as a tool in language development? 2 - How do the pedagogues use the digital notepad as language development tools for multilingual children? Are different apps used in comparison with children who have Swedish as a native language? To my help to gather material, I have used the methods of unstructured non-participation observation as well as qualitative semistructured interviews. I have made an observation and interviewed three educators at two different pre-schools in a city in central Sweden. In the result, differences arise in such a good attitude towards language development for multilingual children and how the learning board is used for this purpose. All the pedagogues are positive to the digital notepad as tools and take advantage of the opportunities for interaction and communication that it offers. The involvement and strategies of the digital notepad as language development tools for the multilingual children in preschool are influenced partly by previous experiences and competencies regarding the subject, but also by the different values ​​and norms in the pre-school.

  • 137.
    Baser, Abdul Jabar
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    THE ROLE OF VISUAL AIDS IN TEACHING: A study of visual aids used by TTC teachers in two provinces of Afghanistan2013Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    This research is about the usage of visual aids in education which takes place in teacher training colleges (TTCs) of Afghanistan. The data is collected from two TTCs, Kabul and Wardak provinces. It covers a specific area, which is the use of visual aids during teaching and learning. The views of 100 teachers regarding usage of visual aids, providing visual aids, as well as male and female differences are considered and views of experienced and less experienced teachers are investigated. The necessary data is collected by using questionnaires.

    The responses of teachers’ show, that all of them use visual aids. Some teachers use less and some of them use more visual aids during teaching and learning. All respondents believe on the importance of using visual aids. Also the result shows that male and female teachers use the visual aids but, with some differences, as it is clearly shown in the findings some use one type, but some use other types. Kabul TTC teachers use more visual aids than Wardak province TTC teachers. In addition to that the important finding is the differences between experienced and less experienced teachers, the junior teachers use more visual aids than senior or experienced ones.

    These findings would not be generalized for the whole country. But it could be considered for the central region of Afghanistan, because the two TTCs are located in the central region of Afghanistan.

  • 138.
    Baser Nazar, Mohammad
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    GENDER BIASES IN DARI TEXTBOOKS: - An analysis of Dari textbooks grade 4-6 from gender perspective in Afghanistan.2013Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    As mentioned the discussion about gender equality in education is often concerned with how gender roles are promoted and encouraged through teaching and learning materials in schools, where textbooks are one of the most important tools, so the objective by this study is to look and discuss the gender issue in term of equality in Dari textbooks of grades 4 to 6. The intention is to find out to what extent gender equality - the issue that has been very much in policy documents - has been reflected in the textbooks.

    The method used to achieve the objectives was to look at the Dari language textbooks for grades 4 to 6 during various political regimes in Afghanistan in order to trace back the changes and progress. Textbooks of different periods have been scrutinized to find out the feature and nature of gender biases. The textbooks were selected from different political regimes in Afghanistan in five past decades.

    Although gender equality and equity  have been addressed in the policy documents of the Ministry of Education, but as found by this study, gender biases still to a large extent are there in textbooks e.g. in one of the new textbooks out of 136 pages only one page was talking about gender equality. Also disparity in terms of role between male and female has been found to some extent in the entire textbook for Dari language.

    A considerable difference between male and female depiction regarding frequency of names, occupations/roles outside home and in public sphere have been observed in the textbooks developed and used during all the political periods, but some improvement noticed in the new textbooks developed based on Curriculum Framework 2003. Only 5 percent of all names used in texts and examples were feminine in pre-Soviet period, while the depiction has increased during Soviet era i.e. after 1978. In Taliban and Mujahedeen period, the female depiction has experienced a backlash but after Taliban period there had been an improvement, although still far from full materialization of gender equality in different aspects. Interestingly, it was observed that on the cover pages of all of the new Dari languages textbooks for these grades   pictures of girls classes where female teacher stands in front of them, are printed, which may indicate that at least an awareness exist. On the other hand, little improvement has been made in the content of the textbooks.

  • 139.
    Bednars, Linnéa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Barnlitteraturens betydelse för barns språkliga medvetenhet: En intervjustudie i ett urval förskollärares arbete för att ge äldre barn stöd i att språkligt uttrycka känslor2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study was to provide an insight into how a selection of preschool teachers believes that child literature can be used as a tool in the educational activity, to support older children in linguistic expression of their emotions and consideration for others. And how the preschool teachers reason about the revised assignment in the preschool curriculm Lpfö18, which deals whit empathy and care in realtion to the work with children´s literature. The method used in the study is qualitative interviews, in which six preschool teachers participated. The study´s results show that children´s literature is a valuable educational tool in the work towards the revised assignment, as many books highlight empathy, care and emotions. The children´s literature was used continuously through reading and conversations to give the children the opportunity to acquire words to be able to express themselves linguistically. The results show that the preschool teachers in this study are aware of how they can work whit children´s literature in relation to the revised assignment in order to support the children to express themselves linguistically. Finally, it emerges that the preschool teachers in this study are perceived to be aware of how they should work to provide the conditions for children to express their feelings linguistically.

  • 140.
    Behm, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barn i sorg: Två pedagogers tankar om att möta barn i sorg.2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study deals with children in grief. As this topic is so broad, I have chosen to limit myself to the study of children's different grief reactions, the school and the educator's role, as well as the differences in sorrow depending on gender. My study describes how two pedagogues lookat their treatment of children in grief in school activities. I have chosen to focus on children who have lost a loved one and how schools can best respond to these children.The purpose of the study is to highlight the schools' and teachers'role in helping children in grief. I have done this partly by conducting two semi-structured qualitative interviews with pedagogues and taken note of the current research and literature of the field.

    The conclusions I came to was that the schools' and teachers' treatment of children is of utmost importance. This is because the children at home might not get the support they require when the rest of the family is busy with their own grief and that the teacher is the adult, outside of the family, who knows the child best and also have the knowledge of how children work.The literature also highlighted how important it is that there is a plan of emergency at the school for how to respond and act when a child is in mourning.

  • 141.
    Behre, Annie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Högläsning i förskolan: En fokusgruppstudie av pedagogers förhållningssätt till högläsning2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Several scientists agree that a base for literacy learning forms as soon as small children hear verses, songs and conversations. Reading aloud is a common occurrence in preschool activities and can result in early development of speech at a young age. Children will learn new words and begin the process of learning how to read. Reading aloud can also teach the children other things for example how the voice changes when someone expresses emotions. Studies have shown that through conversation and play during the process of reading aloud stimulates children’s thinking ability as they take part in a teaching process.

    This study is conducted with a help of two focus groups which consists of educationalists from preschool activities. The result from this study shows that the educationalists deliberately work with reading aloud to stimulate children’s language development. The educationalists expressed that they experience some difficulties with reading aloud. For example interruptions during the reading, other tasks that takes time away from the activity as well as a too large group of children at the same time. Despite the difficulties the educationalists read aloud to the children in their care several times a day. They expressed that this is a chance for a quiet time when the children can relax and rest from the otherwise loud and busy day. Together with the children the educationalists explore the world of books and conquer new knowledge.

  • 142.
    Behzad, Allah Mohammad
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Lesson planning in Afghan school: A quantitative study on the use of lesson plans in primary schools of Parwan, Afghanistan2013Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    This is a quantitative study which explores the use of Lesson Plans (LPs) in Afghan primary schools. The main objectives of this study were to find out the implementation method of LPs, reasons of applying LPs and teachers’ views on LPs.

    This study was conducted in three districts (Shekh Ali, Siah Gerd and Shinwari) and Charikar city of Parwan Province and data was collected by questionnaires filled in by 200 language and math teachers (100 male and 100 female).

    The main findings of the research show that all teachers regardless of sex, education level and teaching experiences claimed that they used LPs in their teaching. A majority of teachers, regardless of sex, education background and years of teaching experience elaborated LPs of their own and did not use the format instructed by Teacher Training Colleges (TTC). Most teachers prepared their LPs one day before and at home. To consider the importance of LP stages the findings show that the majority of both male and female teachers responded to all stages. Through a short glance on reasons of applying LPs we see that 50% of both male and female teachers used LPs to achieve the goal. More experienced teachers didn’t use LPs because of having enough experiences. Important parts of LPs include motivation of students and student activities. The study found that teachers often motivated their students by telling a story or poem. Group work was a common activity.

    One implication of this study is that the TTC should revise their teaching on LPs since hardly any teacher seems to use these formats.

  • 143.
    Bengtsson, Elias
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Är 15 timmar i veckan tillräckligt för en god integration?: En hermeneutisk studie av förskollärares syn på nyanlända barns möjligheter till integration i den svenska förskolan.2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay aims to increase understanding of what preschool teachers perceive that they themselves can contribute with, ensuring that refugee children get the best possible integration. I have also studied how the preschool teachers perceive that a irregular schedule affects the integration process, and also how the preschool teachers experience the possible consequences, that 15-hour general preschool can have for refugee children The data was collected through qualitative interviews. I have used a hermeneutic theoretical approach. The result indicates, among other things, that preschool teachers experience that there are consequences for the refugee children's social interaction, language learning and feelings of security. The preschool teachers express that they can contribute to integration by teaching them the Swedish language and making the refugee children feel safe.  

  • 144.
    Bengtsson, Fanny
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns inflytande i förskolan: En studie om lärares arbete i Nepal2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The focus of this study is children´s influence and participation. This is an important part of preschool, according to the Swedish curriculum (Skolverket, 2010). Hoping to see another perspective of working with children´s influence and participation, my study took place in Nepal. The method used for this study is qualitative interviews. The interviews are made with teachers with insight in preschools in Nepal. The aim of my study is to find knowledge about these teachers' view regarding children´s influence and participation. I also wanted to find out more about their work with children´s influence and the teachers' perspectives on preconditions of this work. The result of this study shows that influence in preschool is important, according to the teachers. These teachers' view on children´s influence is about seeing and listening to the children and invite their ideas. My study has also made it visible that the main thing of these teachers' work with children´s influence is to let the children choose activities for them selves. The result also describe different preconditions which can affect the teachers' work with children´s influence. One example is teachers' approach which seems to be an important consideration for children´s possibilities to influence and participation.  

  • 145.
    Bengtsson Högman, Malinda
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Lindqvist, Manuel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Förskollärare som språkutbildare: En studie om förskollärarens roll som språkutbildare i förskolan under planerade pedagogiska aktiviteter2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to provide knowledge about how preschool teachers use their role as language educators during planned educational activities. Language is a major part of our communication and children's development. The study processes how preschool teachers work to simulate children's language development from a socio-cultural perspective.

    The methods used to present the study consist of both observations and interviews. These two methods complement each other well based on the information they give as the observation gives an insight into what is happening in practice while the interviews confirm or deny the observation material based on the preschool teacher's view.

    The result of the study emphasizes that the participating preschool teachers see themselves as permanent language educators. They are aware of how different interventions lead to different learning situations and that the children are affected by what expressions and behaviors are used.

    The study also shows that preschool teachers work mostly with the language integrated into the remaining subjects and not in individual learning. They use several subjects in an activity for optimal development and learning for the children.

  • 146.
    Bengtsson, Karin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Bladini, Kerstin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Naeser, Monica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Att utveckla yrkeskunnande genom att bli berörd och beröra - erfarenheter av dialogseminarier2015In: KAPET, ISSN 1653-4743, Vol. 11, no 1, p. 1-22Article in journal (Other academic)
    Abstract [sv]

    Det övergripande syftet med denna artikel är att bidra till samtalet om handledning som form för yrkeskunnandets utveckling. Artikeln beskriver en studie vars huvudsakliga syfte var att pröva dialogseminarieformen som ett alternativ till handledning. Dialogseminariemetoden utvecklades vid KTH i Stockholm för att bidra till att fördjupa yrkeskunnande. I metoden är texter, både egna och andras, ett viktigt inslag. Texterna utgör underlag för reflekterande samtal.

    Under ett halvårs tid genomfördes en serie på fyra dialogseminarier tillsammans med två grupper yrkesverksamma skolsköterskor. Studiens empiriska underlag består av texter producerade av deltagande skolsköterskor samt anteckningar (idéprotokoll) från genomförda dialogseminarier.

    Vår slutsats är att dialogseminaret kan fungera väl som ett komplement till handledning. I resultatredovisningen beskrivs två sammansmältningsprocesser, en över tid och en mellan person och profession. Dialogseminariet ger möjlighet för deltagarna att bli berörda och beröra. Dialogseminariet kan utifrån vårt resultat beskrivas som ett tillåtande rum, där den styrda formen skapar trygga ramar för fria och fördjupande reflektioner.

  • 147.
    Bengtsson, Nadja
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Teknik i förskolan: Pedagogers uppfattningar kring teknik och att arbeta med ämnet i förskolan.2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to examine how you can work with technology in preschool and how the staff describes what technology in preschool can be.

     

    Surveys with both open and closed response options were used and 52 preschool staff answered the questionnaire. The survey was made on paper because I wanted to go to the different preschools personally and hand over the questionnaires and at the same times describe what the study was about and why I did it.

     

    The result of the study shows that preschool staff´s perception of technology varies. What separates the answers is about motivation and knowledge of technology. The answers vary from describing technology extensively with, to only describe technology with one word, such as: puzzle.

    The result shows that there are no big differences between the categories in the answers to the open questions, but there is a little difference in the questions with closed answers. The open question is about what technology is and how to work with it. The closed questions are about knowledge and security when working with technology. 

  • 148.
    Berg, Emelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Miljö- och naturvård i förskolans verksamhet2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how preschools work with environmental issues and how the children are involved. The questions are related to the different actors (children, teachers and parents) and how they can influence and participate on the work, with an environmental aspect of the phenomenon of sustainable development. The study show how the educators are experiencing the clarity of the topic in the curriculum and how the pre-schools concrete is working with, for example, recycling and sorting. I have in my study chosen a sociocultural perspective as transparency angle where lessons are created through interaction with each other.

     

    It is a quantitative method that has been used in this study. As the design of data collection I have chosen surveys via the web where the issues are clear and measurable. The survey questions are designed based on a scale with five different degrees.

     

    The study results show that the pre-schools are working with recycling, reuse, outdoor education and forest walks to teach the children the science of environment and nature. Interests of the children control some of the work and the parental influence is in general missing. Early childhood educators are experiencing clarity and know the curriculum guidelines about environmental and nature conservation.

  • 149.
    Berg, Kennet
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Ämnesintegrering: Elever och lärares perspektiv på begreppet2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Working interdisciplinary is one of many different ways of teaching but the whole purpose of working interdisciplinary is to merge several different subjects into one and thereby giving the student a comprehensive view of how everything works together. The purpose of my study is to find out how interdisciplinary teaching is perceived by both students and teachers and what merits and demerits they might find. My study consists of qualitative interviews with three students and four core subject teachers. The results point to students feeling that their education has a purpose, that it will be useful in the future. This conclusion can also be drawn from the teacher interviews where they perceive the students as being more motivated, but the teachers also see more demerits than the students. An apparent frustration is that the core subject teachers find it problematic to collaborate with the vocational education teachers.

  • 150.
    Berg, Sara
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Sagan som tema: En studie om de yngsta barnens språkutveckling i ett temainriktat arbetssätt i förskolan.2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is about theme as a method in preschools, where children’s stories is the basis of the theme. The aim is to find out how language development can take place through this approach and how preschool teachers experience this way of working. The interviews that have been conducted have focused on how this theme-based method involving stories could be beneficial for the youngest children’s language development and how to make visible the language development that takes place.

    The results of the survey show an experience from preschool teachers with the language development as a major focus, and where the reflection with the children take an important place in the them-based work. To reach the goals with the theme the preschools work with drama and creativity as common methods. The preschool teachers interviewed highlighted that through the theme of the fairy tale you can reach the goals that the curriculum defines for preschools.

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