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  • 1151.
    Tryggvesson, Emma
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Kemi i förskolan: Före och efter revideringen av läroplanen2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to examine how chemistry is implemented in preschool. The aim was also to examine how the revision of the preschool curriculum has affected the work with chemistry. That chemistry among with physics, mathematics and technology should get more attention in the educational activities in preschool, was the intentions with the revision of the curriculum. Previous studies has illustrated that this targets are not highly prioritized in the educational activities.

     

    This study consisted interviews with four educationalists and one preschool head. Three of the educationalists are preschool teachers and one is a child minder. All of the respondents work in the same municipality. The study was based on a socio-cultural perspective.

     

    The results of the study showed that work with chemistry in preschool has different extent. To bake, do experimentations, experimentations with water and mix solutions, were showed in the results as ordinary activities.

     

    The results also presented that the revision of the curriculum have had positive effects on work with chemistry in preschool. Although, all the respondents illuminated that mathematics and technique were more prioritized targets since the revision of the curriculum.

  • 1152.
    Tsjutsjura, Aleksander
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    FMT En resa till utveckling2014Student paper other, 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta examensarbete ger en beskrivning av musikterapin följt av hur Funktionsinriktad Musikterapi – FMT växte fram. Jag har praktiserat mina teoretiska kunskaper genom att sedan sommaren 2012 fram till idag ha haft FMT-sessioner med två adepter som jag valt att kalla Mikael och Malin. Jag redogör för den teoretiska beskrivningen av FMT-metoden och det praktiska arbetet med Mikael och Malin.

    För att beskriva resultatet har jag valt att använda mig av s.k. analystabeller, dessa tabeller ger en beskrivning av hur jag uppfattar adepternas utveckling av sina funktioner över tid. Resultaten visar på förbättringar hos båda adepterna. Den stora avgörande skillnaden för adepternas förändring, är den tid som krävts för den enskildes utveckling. 

  • 1153.
    Tulinen, Susanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    "Då delar jag upp barnen utifrån om de är muslim eller finsk": En kvalitativ intervjustudie om religiösa inslag i en finsk förskola2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to illustrate how teachers in a preschool in Finland interpret their way of working on the directives on Finnish religious and cultural heritage, whilst multiculturalism in preschools is increasing. Through semi-structured qualitative interviews, six teachers have elaborated on how they interpret the directives and their way of working with this. The result shows that uncertainty characterizes the teachers and that this is based on ignorance of cultures other than the traditional Finnish culture. The teachers tend to have a colonial approach with a broad othering, where a clear “us and them”-culture is visible. The teachers attitude towards other cultures contribute to the great cleavage. My interpretation of what this results in is, apart from exclusion, a deteriorated activity for children of other cultures, as they do not receive as much planned activities in the same extent as the children with a traditional Finnish background.

  • 1154.
    Tunberg Göss, Anna-Sofia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskolans matematik: pedagogers arbete med de yngsta förskolebarnen2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study´s main purpose is to examine how three educators who work with children ages 1-3  in three different preschools working with mathematics in preschool. I have used a qualitative research in the form of interviews to obtain educators perspectives on their working. The educator´s stories about their working methods are the most important findings and it turned out that the interviewed educators was working fairly similar in terms of mathematics learning with the youngest children  in preschool. They both schedule mathematics in various activities and work with it in everyday situations. Their different approaches can be divided into five different categories which are: planned theme work and experiences, body and play, interaction and conversation, environment and materials, visualize mathematics.

  • 1155.
    Tuononen, Katja
    et al.
    University of Eastern Finland.
    Lindblom, Anne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. forskarstuderande vid University of Eastern Finland.
    Identifying initiatives by children with ASD: Exemplified by two cases.2014Conference paper (Refereed)
    Abstract [en]

    The purpose of this poster presentation is to discuss how different research methods can be used to identify initiatives by children with autism spectrum disorders (ASD) during interaction with teaching staff. The ideas presented originate from two ongoing PhD projects in two countries using different methods. The Finnish case comes from an analysis of video recordings using conversation analysis conducted to understand triadic interaction of children with ASD in a technology-enhanced school environment. The Canadian case comes from an interview study conducted in ethnographic fieldwork, in both home and educational environments, regarding the meaning of music for First Nations children in British Columbia diagnosed with ASD. These two cases are used to illustrate how the children’s initiatives could be missed or misinterpreted in these specific educational settings. By identifying such initiatives we could build educational interventions on the foundation of the children’s strengths instead of reproducing the deficit model of disability. This could in a life perspective help a child with ASD reach his or her full potential.

  • 1156.
    Tönsberg, Sara
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    ”Vi kan inte kunna allt, det måste vi inte utan vi ska ju lära tillsammans med barnen i många lägen”: En kvalitativ studie om dynamiken mellan utbildning och praktisk verklighet kring teknik i förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study was to investigate how pre-school teachers educated at the new pre-school teacher education look at the dynamics between education and practical reality and to see in what conditions they are required to teach technology as a subject.

    The study's questions are as follows:• How is technology and technology education defined in preschool of newly educated preschool teachers?• What conditions do newly educated preschool teachers see for working with technology in preschool?                                                          The study was conducted with qualitative interviews with four pre-school teachers and a phenomenological analysis model has helped with the processing of collected data during the interviews.The result of the study shows divided perspectives, since some believe that the education was very beneficial for a future profession while others point out that the education was not at all adapted to children in pre-school age. Another respondent means that they themselves create their prerequisites for an activity that is characterized by technology while another is offered training by the boss.

  • 1157.
    Törnblom, Linda
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Kursplanens betydelse för eleverslärande: Hur några elevers kunskap om kursplanen i fysik påverkar deras lärande2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study is to evaluate what knowledge some Swedish fifteen year old

    students’ in 9

    th grade had about the syllabus in physics, and how they perceive that the

    knowledge affects their learning process. The method, six qualitative interviews which is used

    in the evaluation, is chosen by the principles which can be found in studies of social science.

    One of the conclusions drawn from the study is that if students communicated knowledge

    about what the syllabus is and its purpose, it could be used as an artefact in the socio-cultural

    perspective of learning to improve motivation and increase the learning process. Over all, the

    syllabus is a very small part in what impacts the learning process in the formative assessment.

    Even difficulties in understanding concepts and the differences in concepts as syllabus,

    knowledge requirements and the content of importance has appeal in the process. In the

    perspective of social culture, communication of the syllabus can be seen as a resource in the

    learning processes.

  • 1158.
    Tømte, Cathrine
    et al.
    NIFU, Nordic Institute for Studies in Innovation, Research and Education, Norge.
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Buskqvist, Ulf
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Kårstein, Asbjørn
    NIFU, Nordic Institute for Studies in Innovation, Research and Education, Norge.
    Educating online student teachers to master professional digital competence: The TPACK-framework goes online2015In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 84, no May, p. 26-35Article in journal (Refereed)
    Abstract [en]

    In this article we study how online teacher education programmes may enhance innovative ways of teaching and learning with Information and Communication Technology (ICT). We explore how online teachers are practising professional digital competence, in general and within subject areas, and to what extent they encourage student teachers to develop their own professional digital competence. Based on online teacher education programmes at two distinct higher education institutions (HEIs), we applied mixed method design including quantitative and qualitative approaches to illuminate the aims and the scope. Our study revealed that even if online teacher education programmes represent good avenues for stimulating teachers and student teachers to develop digital competence for pedagogical purposes, this aspect is poorly integrated within the actual programmes, although some interesting examples were demonstrated. By looking at the origins of the discourses on online education and on digital competence, we found that they derive from different stakeholders: while the discourse on online education origi- nated from the management side at both HEIs, the discourse on digital competence derived from certain teaching staff at the two HEIs. Our study indicated that there is still some way to go to innovative so- lutions and to develop the potential of professional digital competence in online teacher education programmes. 

  • 1159.
    Uddén, Rebecka
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Små barns interaktion med ofärdigt material: En kvalitativ studie om interaktion mellan barn och material2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 1160.
    Ullbrand, Viktoria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns inflytande i förskolans verksamhet: En studie av förskollärares erfarenheter och arbetssätt2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 1161.
    Ulmbrant, Olivia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Grovmotorik i förskolan: En studie om barns rörelseaktiviteter och pedagogernas delaktighet2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study was to investigate the child's gross motor movement activities as

    well as study of the educators planning of gross motor movement activities, and if so, how

    they are implemented.

    Methods used in the study is observational and interview. I observed children aged 3-6 years

    and interviewed two preschool teachers in two different kindergartens in a small municipality

    in northern Småland. The results showed that the teachers see positively movement in

    kindergarten and they work daily on children's gross motor skills most unplanned but even

    with a few planned activities during the week. In kindergarden there are many opportunities

    for children to exercise gross motor movement activities .

  • 1162.
    Unge, Alexandra
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Ett utvecklande arbetslag?: En komparativ studie av pedagogers uppfattningar kring ansvarsfördelning och fördelning av arbetsuppgifter på en förskola i Norge respektive Sverige2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The main aim of this study is to gain a deeper understanding of how a preschool team should be organized to work in the best possible way. A comparative study between a preschool in Norway and in Sweden. The distribution of tasks and responsibilities are different between the countries, to explore improvements the preschool staff´s conceptions of their own organization will be focused. The distribution of tasks and responsibilities are different but the conceptions of improvements may be the same.

    The empiricial data has been obtained from seven interviews. The participants were preschool teachers, child minders and preschool heads in a Swedish preschool and in a Norwegian preschool.

    In my study one improvement emerged in both teams, better requirements to make use of their competencies. The conclusion of this study is that a preschool team should be organized in a way that makes it possible to make use of everyone’s competencies. 

  • 1163.
    Ungerberg, Kristin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Rethinking and mapping influence in Early Childhood Education2017Conference paper (Other academic)
    Abstract [en]

    Rethinking and mapping influence in Early Childhood Education

    This presentation puts theoretical concepts of Gilles Deleuze and Felix Guattari to work with data material focusing children´s everyday actions in a Swedish preschool. The aim is to rethink influence as something entangled in intra-actions between human and more-than-human agents where influence is immanent in every child-world relation. Influence in ECE has often been connected to children´s rights and the integration of children’s voices in decision-making and democratic processes, which focus on children as individual subjects with agency to participate. This perspective of influence is linked to a humanist, individualistic and emancipatory discourse where children are seen as citizen becomings. By challenging this dominant discourses and the dualism between adults-children and subject-world, this study opens for an immanent conceptualizing and practicing of influence in ECE. The study contains data from video recordings and field notes at one Swedish preschool. Ethical considerations have been made both before, during and after the empirical fieldwork by paying attention to the participant´s reactions, both verbal and bodily. In an attempt to unpack and rethink influence, the presentation includes an excerpt of a child-world event where agents as sound, light, height and resistance intra-act with children and matter. A first result reveals these child-world assemblages as de-territorialisations of sense and place, where influence is floating in the relations in-between the children and the world. The study problematizes the implications of an increased individualistic focus concerning children's participation and influence in ECE.

     

    Keywords: immanence, influence, matter, Early Childhood Education, Deleuze & Guattari.

  • 1164.
    Ungerberg, Kristin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Utbildning i tillblivelse – en alternativ berättelse om utbildning och lärande2017In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 13, no 1, p. 74-88Article in journal (Other academic)
    Abstract [sv]

    Syftet med artikeln är att diskutera olika dilemman gällande perspektiv på samhälle, utbildning och lärande. Fokus riktas dels mot den nyliberala förändring som präglar samhälle och utbildning idag där konsekvenser rörande kunskap, ekonomiskt kalkylerande, marknadisering, standardisering och individualisering diskuteras. Vidare lyfts alternativa sätt att se på utbildning in i diskussionen där mer pluralistiska värden och individers olikheter står i fokus. Artikeln avser att synliggöra olika effekter av organiseringen av utbildning utifrån både ett konsensus- och ett konfliktperspektiv där en nyliberal konsensusidé ställs i relation till Chantal Mouffes demokratiperspektiv som berör reella alternativ och agonistisk konflikt. Diskussionen leder fram till konstaterandet att ett konsensusinriktat perspektiv på lärande och utbildning utgår från att kunskap och individer kan kontrolleras och förutbestämmas vilket reproducerar ett rätt sätt och en sanning. Ett sådant synsätt kan få effekten att andra alternativa sätt att organisera utbildning och lärande på kommer i skymundan. I ett konfliktperspektiv synliggörs istället hur en inkludering av individers olikheter skulle kunna utgöra själva drivkraften och därmed bli en förutsättning för lärande och utbildning.

  • 1165.
    Unosson Dalin, Malin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskollärares arbete med tecken som stöd i förskolan: En studie om arbetsverktyget TAKK i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 1166.
    Utter, Britta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Att utveckla språkundervisningen tillsammans: En studie av diskurser i en skolutvecklingsprocess2016Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate conceptions that affects the results of school development in order to improve the language used while teaching within all subjects. The approach is a dialogical practitioner-research where the principal studies within her own occupation/school and is driven by a social constructionist framework of knowledge and learning. Laclau & Mouffe´s discourse-theory was used to analyze the articular-practice in eighteen teachers and their principal’s written reflections. The study focus discourses of school-development and second-language-development in relation to the nodal point ”learning”. It also focuses on teachers’ construction of identity within the school. The meaning of conceptions within school-development and second-language-development discourses are analyzed using discourse-theory methods. Conflicting meanings are also highlighted. The prior questions of the study investigates the conceptions of school-development and second-language-development and how they relate to current discourses and to each other. Conceptions that are connected to these discourses are compared with how the role of the teacher is described by the teachers themselves. The study shows an agreement on the necessity of school-development and improvement of language. Boundaries are made against those who don’t agree with school-development-projects. Different approaches are standing side by side within both fields and the role of the teacher are given multiple understandings due to their diverse experiences and framework of teaching. The understanding of the concept “diversity” alter in different fields. The meaning of “safety” varies, the teachers and principal have different thoughts on the idea of what safety is. The study shows a lack of research and science in the teachers written reflections. One implication of the study is that the conception of the role of teachers has to be reconstructed to be able to build a professional-learning-community. Different conceptions about safety has to be highlighted to avoid different understandings that prevents collaborative work between teachers.

  • 1167.
    Utter, Lars
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Lärares didaktiska reflektioner kring En-till-En: Pedagogers uppfattningar om högre måluppfyllelse hos elever2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with this paper is to study the function of computer, in the teaching of One-to-One.

     

    To get information and answers to the purpose and issues, a number of educators were interviewed. Research and literature in the field have been studied.

     

    The questions discussed are: what strategies do teachers use and develop in their teaching and do they feel that their students reach higher results in One-to-One-teaching. The interviewed teachers have all good or very good computer experience but lack adequate teaching  methods in One-to-One.

     

    The computer's function in the One-to-One is to be an educational tool. It replaces DVD, MP-3, pencil and paper and several other things. The study shows that communication between students and educators increases and leads to higher results. The increased communication will also ease a formative evaluation. God result in teaching requires well planned and structured lessons. You can see some shortcomings in pupils source criticism. The respondents request for a relevant education in One-to-One.

     

    As One-to-One is a relatively new field of research, the research needs further and deeper studies. Research in the area didactics connected to an One-to-One project is an important area. It would be interesting to study how teachers use the computer from a didactic point of view.

     

    Another field that needs to be studied is the question whether ”weak” students benefit from the One-to-One concept or not.

     

    Do the students affects the socioeconomic background. A future research area would be: Are there differences in results based on the students' socioeconomic background, initially as well as by time, with the introduction of One-to-One.

  • 1168.
    Valbärj, Larisa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskollärares tankar om sitt uppdrag att utveckla förståelse för enkla kemiska processer: En kvalitativ intervjustudie med sex förskollärare2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to explore what six preschool teachers think of their teaching assignment concerning the development of understanding of simple chemical processes and to define their perceptions of challenges in their assignment. The study is based on the social konstruktivistisk perspective that defines knowledge as an individual and social construction. The empirical data were collected through qualitative interviews. The results show that the definition of the goal simple chemical processes in the preschool curriculum leaves a broad room for interpretation. The preschool teachers consider themselves free to be able to choose science content and to implement science projects at preschool. On the other hand, the preschool teachers meet challenges in their teaching assignment with regard to lack of pedagogical content knowledge that makes it difficult for them to draw children’s attention to simple chemical processes and to provide lifelong learning at preschool. Some preschool teachers believe that the assignment should be clarified more in the preschool curriculum. The preschool teachers that participated in the study call for more upskilling of the ready existing skills.

  • 1169.
    Valfridsson, Emelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    FÖRSTASPRÅK I FÖRSKOLAN: En studie av vilket stöd barn med annat förstaspråk än svenska får på några förskolor i en kommun i Mellansverige2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to see how preschool teachers can support multilingual children and promote their development in their first languages. It was chosen to look at a specific municipality to see how the preschool teachers there work with multilingual children. By using the method of structured interviews, it was learnt that they do, in fact, work actively with multilingual children. The preschool teachers interviewed received the same questions in order to make the answers as comparable and measurable as possible. The results seem to indicate that more resources are needed to fulfil the needs of children with another first language than Swedish. The representatives of the municipality have chosen to concentrate on the two foreign languages that are the most common among the multilingual children in the municipality, viz. Arabic and Somali. Children who have other first language receive no formal training in their first language in preschool. One reason for the modest number of first-language teachers in the municipality – one in Arabic and one in Somali – is the fact that it is hard to find and recruit qualified first-language teachers.

  • 1170.
    Vallander, Rebecca
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskolebarns språkstrategier: Språkstrategier för inbjudning, uteslutning och förhandling i sociala interaktioner2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The aim of this thesis was to investigate how and which language strategies children used in their social interactions with other children and how these language strategies affected their peer relationships. In order to enable achievement of the aim of this thesis was the study on children’s interactions based on three questions that focused on children´s language strategies to invite, exclude or negotiate with peers during play. The study was based on the socio- cultural perspective, because verbal language and interaction with other children is seen as essential for children´s learning and development in this perspective. This study was implemented with participant observation as method because the children´s actions and interactions needed to be studied in their daily environment, which is the preschool. The choice of participant observation as method was made because I wanted to participate in the children´s interactions and be near the children in the preschool, to investigate my aim and create a picture of the children´s reality. These observations were carried out with field notes where I constantly wrote down the children´s actions and statements in running text. The results of the study showed that the children have a tremendous control and awareness about language and which language strategies to use when and how. In this preschool and in this group of children eight language strategies was discovered that the children used to invite, exclude or negotiate with peers during play. These language strategies made visible even how children´s peer relationships were affected in different ways, depending on whether the language strategy excluded, invited or was about negotiation during the interactions.

  • 1171.
    van Bommel, Jorryt
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Capturing, Managing and Analyzing Teachers' Informal Professional Development on Social Media2018Report (Refereed)
    Abstract [en]

    Teachers’ professional discussions have now expanded onto different platforms on social media. Collecting such digital open accessible data from social media brings new challenges for educational researchers. Teachers’ discussions on Facebook are the focus of this study and the methodological issues coming from capturing, managing and analyzing our data are explored.

    Different social media generate different types of data and the difference between dialogical and monological communication becomes clear. Further, the issue of anonymity requires special attention, as one has to redefine what can be considered public information. As the data is relatively easy to gather, it can result in large quantities and a stratified sample of the data is suggested, both for qualitative and generalizable results.

    This report aims to convey our findings but also raises some unresolved questions, for instance concerning the use of different modalities or future technological development. 

  • 1172.
    Veghar, Fatemeh
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Konflikthantering och konfliktsförebyggandets betydelse inom svensk grundskola: En studie bland låg- och mellanstadiet elever och lärare2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 1173.
    Verhaegh-Berg, Tamara
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    ”Leta lejon med en ficklampa!”: En kvalitativ studie om förskolebarnens utforskande av enkel vardaglig teknik2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine how preschool children at the age of three to five years explore how simple technology works and how teachers can help them with this. A better understanding of children's learning in the subject can be beneficial for daily activities.

    To gain insight into children's exploratorations, unstructured qualitative observation method was used. Qualitative semi-structured interviews were also used to ascertain how teachers look at technology and how they think children discover technology.

    The results show that children's exploration is influenced by the way the teachers ask their questions. Moreover, the observations show that children learn by doing, and that they explore with their entire body. It can even be concluded that the teachers feel ignorant on this subject.

  • 1174.
    Viberg, Madeleine
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns rättighet och vuxnas skyldighet: En studie om förskolans anmälningsplikt ur pedagogernas perspektiv2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a paper in the theme of democracy and children’s rights. The purpose of this study is to investigate the educators’ perception of their own knowledge about the obligation to report. The study has been based on the following questions: how does educators se their own knowledge about the reporting obligation? What experiences does the educators’ have of concern notifications?  The study is done with qualitative interviews with semi-structured questions that give possibility for follow-up questions and narrative responses from the informants.

    The result of this survey shows that all the participant educators’ whishes further education about the obligation to report at the same time as half of the informants felt that they had a good knowledge about the obligation to report, more than half of the participants had good knowledge about the process of a notification of concern. The study has also shown that there are reasons to further education of the obligation to report and notification of concern. 

  • 1175.
    Vig, Erik
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Lärares förmåga att möta barn i behov av särskilt stöd: Hur organisationskulturer påverkar lärares arbetssätt i mötet med barn i behov av särskilt stöd inom grundskolan2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to investigate what organizational cultural differences exist between high and low-performing elementary schools within a community. The study also aims in making differences visible between the schools' working methods around pupils with special needs. The outcome of this study may provide a better understanding of how different educational establishment, professions and schools work in ways that affect pupils' possibilities.

    The study has been conducted as a quantitative survey with teaching staff from five elementary schools from one community in Värmland. The survey aimed at examining the school's cultural working conditions in relation to teachers' views on support efforts and the work with students with special needs. The study then made a comparison between high and low-performing schools with these aspects.

    The result of the study shows that statistically there are significant differences in how high and low-performing schools establish and their working methods with action programs. The study could also show differences in which factors teachers experience have the greatest impact when pupils fail to reach the knowledge requirements. However, there was no statistically valid difference regarding the cultural aspects of the schools. The study can only demonstrate trends in cultural differences between low and high-performing schools

  • 1176.
    Vilund, Susan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns lek och lärande ur pedagogernas synvinkel: En studie om pedagogernas syn på lek och lärande2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 1177.
    Virén, Jennie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    En kvantitativ studie om lärares inställning till och arbete med Nationella Prov: En enkätstudie i syfte att beskriva lärares uppfattning av huruvida NP bidrar till likvärdig bedömning och ökad måluppfyllelse i mellan – och högstadiet.2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The level of increased central government that we have experienced during the last decades in school, for the purpose of increasing equality and to adapt the Swedish school to a certain international standard, clearly shows that increased control scarcely leads to improvement.

    The aim of this paper is to examine whether teachers believe that national tests contribute to equivalent assessment and increased goal attainment. Furthermore the teachers’ attitude towards and work with national tests is described. The paper is written from a school improvement perspective, where good examples from current research on what creates increased quality in school meaning increased goal attainment and equivalent assessment are related to research on school effectiveness and increased testing in schools. The study builds upon a quantitative survey among teachers in upper primary - and secondary school in a medium-sized municipality in Sweden.

    The result shows that the teachers have a somewhat more positive than negative attitude towards national tests, as a whole. The teachers use the tests in their instruction and they are a part of their planning. The advantages mentioned are the possibilities of showing off good examples, making the curriculum concrete, prepare the students for the test and get guidelines and support in assessment and grading. The teachers in the survey don’t consider the tests giving a full image of the abilities of a student nor do they consider the tests themselves relevant for the student’s learning. The result also shows a certain variation in the attitude of the teachers. Teachers, who have worked the longest period of time, more than 20 years, are those with the best attitude towards the test and their ability to contribute to increased goal attainment and equivalent assessment. Teachers who have worked the shortest period of time are the most skeptical to the positive effects of the tests. The teachers generally consider the tests contributing to equivalent assessment to some degree, but have the least positive stance toward the ability of the tests leading to improved quality meaning increased learning and goal attainment.

  • 1178.
    Väätäjä, Malin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barnens delaktighet och inflytande i förskolan: En litteraturstudie på en del av läroplanen för förskolan och pedagogers syn på barnens delaktighet och inflytande2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to describe and understand how children’s participation and influence is described in the curriculum of preschool. The purpose includes how educators perceive, working with and what opportunities and challenges they believe that there is in the process of participation and influence. The methods I used were qualitative text analysis and e-mail interviews. I studied text in the curriculum and interviewed four educators to find out their views on children's participation and influence. The results show that the curriculum states that it is important that children engage in cooperation, decision making and taking responsibility for their rights and obligations. Educators believe that it is important to take care of children's ideas, thoughts, and they will be listened to. Based on what emerges from the children, they want to continue working to increase participation and influence. They believe that a permissive environment creates a feeling of importance among children. As problems, they mention that younger children's perspectives are not taken in to consideration, large groups of children, different views among educators about participation and influence, and that it’s difficult to meet all the children's interests and needs.

  • 1179.
    Wagnsson, Stefan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Föreningsidrott och ungas psykosociala hälsoutveckling.2017In: Idrottens samhällsnytta. : En vetenskaplig översikt av idrottsrörelsens mervärden för individ och samhälle. / [ed] J. Faskunger & P. Sjöblom, Stockholm: Riksidrottsförbundet , 2017, p. 54-68Chapter in book (Other academic)
  • 1180.
    Wagnsson, Stefan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Idrott – men sen då? En uppföljningsstudie om den organiserade idrottens betydelse för ungas hälsoutveckling.2018Conference paper (Other academic)
  • 1181.
    Wagnsson, Stefan
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Segerblom, Lina
    ”Vi går till skogen” – En kartläggning av den planerade grovmotoriska träningen i förskolan2012In: Karlstads Pedagogiska Tidskrift, ISSN 1653-4743, Vol. 8, no 1, p. 67-89-Article in journal (Other academic)
    Abstract [sv]

    Studiens syfte var att kartlägga förekomsten av planerad grovmotorisk träning (PGMT) i förskolepraktiker, och därtill undersöka om förekomsten av planerade grovmotoriska aktiviteter förändrats genom åren. Ytterligare ett delsyfte med studien var att studera om den motoriska träningen fått stå tillbaka för undervisningsformer som syftar till att utveckla mer kognitiva färdigheter. En webbaserad enkät skickades ut till samtliga förskollärare i Karstads kommun varav 49 procent (n=295) valde att besvara enkäten. Resultaten visar att den övervägande delen av förskollärarna (89 procent) har någon form av PGMT med förskolebarnen, minst en gång i veckan. Dock uppger endast en mindre andel (12 procent) att de bedriver denna pedagogiska verksamhet varje dag. På frågan om vilka de vanligaste förekommande grovmotoriska aktiviteter som utfördes svarar de flesta att de besöker och leker i skogen samt låter barnen få ta del av färdigregisserade gymnastik- och rörelseprogram (t ex ”RÖRIS” av Friskis och Svettis). Vidare uppger majoriteten att de har PGMT lika ofta (54 procent) eller oftare (27 procent) jämfört när de började med sitt nuvarande yrke. Den övervägande delen av förskollärarna (78 procent) svarar också att de inte upplever att aktiviteter, som syftar att stimulera kognitiv utveckling tar tid från PGMT.

  • 1182.
    Wahlström, Louise
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns delaktighet i Sydafrikanska förskolor: En studie om sydafrikanska pedagogers tankar och arbete med barns delaktighet2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to contribute to the knowledge about children’s participation in preschool from a South African perspective. I have examined how teachers, preschool teachers and kindergarten teachers thinks about and work with children's participation in South African preschools.

    The study was carried out through qualitative interviews. I have interviewed five teachers in three different South African preschools. The interviews were based on an interview guide that allowed the respondents to express themselves freely in their responses. The interview questions was formulated to provide insight into the respondents understanding of, and work with children's participation.

    The results of the study shows that the respondents considers that participation takes place when the children participate and get involved in activities and when they interact with other people. In order to promote children’s opportunities for participation the respondents consider it important to plan together and to work thematically based on the children’s interests.

  • 1183.
    Walkert, Anna-Karin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Elevers uppfattningar om stöd: En kvalitativ studie om några elevers uppfattningar av stöd i undervisningen2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to examine how pupils in grades three and four perceive the support they receive with regards to their reading and writing difficulties. The theoretical framework for this study is based on the three perspectives connected to special education, namely the compensatory perspective, the critical perspective and the dilemma perspective. In order to collect data, interviews are used and the results are then categorized and analyzed by using the three perspectives connected to special education, as mentioned above. To begin with, the results indicate that the compensatory perspective was the predominant measure used when supporting pupils but it also becomes clear that pupils perceive the support they get in different ways. Moreover, all of the pupils state that they receive help connected to their reading and writing difficulties, both individually and in class. At the same time, though, it becomes clear that the collaboration between the special education teacher and the class teacher is sometimes lacking. Finally, this study shows that pupils wish to be more involved in the process of deciding the frames for the support they need. Another conclusion is that the support given has to focus on the demands and needs of each individual in order for the support to be beneficial to each pupil’s learning process.

     

     

  • 1184.
    Wall, Peter
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Broberg, Yvonne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Projektet "VFU och Video": En undersökning av möjligheter och hinder vid genomförandet av trepartssamtal med utgångspunkt i videosekvenser från studenters verksamhetsförlagda utbildning inom skola och förskola2014Report (Other academic)
    Abstract [sv]

    Rapporten redovisar de slutsatser som dragit av ett projekt där förskollärar- och lärarstudenter erbjudits möjligheten att filma delar av sin verksamhetsförlagda utbildning (vfu). Filmsekvenserna har därefter legat till grund för nätbaserade trepartssamtal mellan student, lokallärarutbildare och universitetslärare. Ett motiv till att arrangera nätsamtal med utgångspunkt i filmsekvenser från vfu-perioden är att den ökande andel distansstudenter försvårat för universitetslärare att göra praktikbesök. Ett annat motiv är att forskningsresultat tyder på att det finns en stor lärandepotential i att studera filmsekvenser av egen undervisning.

    Syftet med projektet är att undersöka förutsättningar för att inspelade filmsekvenser från studenters vfu ska kunna ligga till grund för trepartssamtal över nätet och om dessa kan bidra till utveckling och bedömning av studenters lärande. Hösten 2012 erbjöds därför studenter, på ett par program på lärar- och förskollärarutbildningen, att delta i ett projekt. En handfull studenter kom att genomföra hela projektet.

    Projektet visar att det finns ett antal pusselbitar som alla behöver falla på plats för att filmande av moment från studenters vfu skall fungera som underlag för virtuella trepartssamtal. Aspekter som behöver beaktas är bland annat vilka incitament som behövs för att studenter skall lägga ner den extra arbetsinsats som krävs och hur tekniken kring nätsamtalen kan göras mer pålitlig. Avseende i vilken utsträckning ”trepartssamtal baserade på filmsekvenser från studenters vfu-period kan fungera som bedömningsunderlag samt bidra till studenters lärande”, är bedömningen att metoden har en potential för såväl bedömning som lärande. Universitetslärarna menar att filmen tillsammans med samtalet ger dem ett underlag för att bedöma studenten. Universitetslärarna och de lokala lärarutbildarna anser i stor utsträckning att det är utvecklande för studenterna att studera filmsekvenser av sin egen undervisning. Filmerna används som utgångspunkt för samtalen och filmerna underlättar för att konkretisera och tydliggöra den feedback som lokal lärarutbildare och universitetslärare ger studenten. Studenterna anser också att det ur ett lärandeperspektiv är givande att se sin egen undervisning.

    Avslutningsvis diskuteras ett antal aspekter som bör beaktas i fall film och trepartssamtal ska implementeras som en del i lärarutbildningen.

  • 1185.
    Wallberg, Amanda
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Musikundervisning som ett meningsfullt lärande: Musiken och sångens betydelse i den pedagogiska verksamheten i två Sydafrikanska förskolor2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 1186.
    Wallin, Anna-Lena
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Imse vimse spindel klättrar upp igen": En studie av åtta lärares erfarenheter av att arbeta med att utveckla elevers läsförståelse2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My point of origin concerning this thesis was an interest for how school may develop students’ reading comprehension. International surveys show that the results for Swedish students’ performance regarding reading comprehension have declined and the current curriculum, Lgr-11, emphasizes the importance of incorporating this into all school subjects. The special teacher education programme has raised the awareness concerning the importance of including the students and that learning is achieved in an interactive setting. A special teacher must therefore work proactively alongside with teachers in order to find methods that may enable inclusion of all the students regardless of their need. The purpose of this study is therefore to take part of teachers’ experiences with developing reading comprehension.

    The study is based on interviews with eight teachers that have extensive experience from working with reading comprehension. The sociocultural perspective has been chosen as a starting point.

    The collected results show that the teachers teach in full classes to a higher extent, they teach in full classes by using structured methods and communal book talks that focuses on reading comprehension strategies. The teachers have a central role in this form of co-learning and acts as a support. Assessment within a sociocultural perspective should be conducted in an authentic situation and together with the students. My result shows that the teachers use different tests and mappings as decided by each school. However, some teaches emphasizes the importance of assessing in authentic situations and provides some examples of that.

  • 1187.
    Wallin, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    iPad som pedagogiskt och specialpedagogiskt verktyg i grundskolan: Lärares erfarenheter och beskrivningar - en intervjustudie2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine how teachers in elementary school describe their work using iPad in education, as an educational and special educational tool to promote all students´ learning in school subjects. The study intends to answer the following research questions; how do the teachers describe their work with iPad as an educational tool? What kind of knowledge do the teachers describe the students get when working with iPad as an educational tool and how do the teachers describe the iPad as a tool from a special educational perspective.

     

    Qualitative research interviews have been used as a method to collect data for the study. The study is based on six interviews with teachers working in elementary school. The study´s theoretical base is the socio-cultural perspective on learning. The result shows that an iPad is used as an educational tool for both teachers and students. The teachers use the iPad at joint briefings in the classroom and as a tool for documentation and as a tool to reach the goals of the curriculum. The students use the iPad´s various applications to acquire knowledge in school subjects. It can apply to applications that benefit proficiency in mathematics or applications for basic reading and writing. Students also acquire knowledge by cooperating on an iPad. The students are described by their teachers as very knowledgeable when it comes to using iPad as a tool, sometimes the students know more than their teachers. The result also reveals some challenges with the iPad as a tool, for example, the iPad is not as easy to type on as a computer. From a special educational perspective, students that are in need of special education within language, communication and reading and writing can get help from using different applications to practice their difficulties. The conclusion of this study is that the use of iPad as an educational tool in elementary school creates great opportunities for learning, which applies for both students and teachers. An iPad is described as most useful when all students have their own and the iPad is made personal with applications to suit each individual student. Then it becomes easier to individualize and to encounter the student’s needs.

     

     

  • 1188.
    Wallén, Cecilia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pedagogiskt ledarskap i fritidshem - nuläge och utvecklingsbehov: En studie om hur fritidshemspersonal uppfattar det pedagogiska ledarskapet i förhållande till uppdrag och förutsättningar2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to provide knowledge on how recreation centre staff perceive the present situation and need for development regarding educational leadership and the principal’s impact on conditions.

    A questionnaire was given to all recreation centre staff (convenience sample) in a municipality in Sweden. Allmänna råd för fritidshem (approximate translation: General Advice for Recreation Centres) (Skolverket, 2014) and Robinson's five leadership dimensions (Robinson et al, 2008) served as the methodological starting points for this study.

    The results show that the staff perceives the principal’s impact on the current conditions as good. The staff largely agrees that the principal is familiar with assigned tasks, as well as having insight into daily operations. However, professional development is seen as in need of improvement, as well as cooperation with other forms of education and the principal’s dialogue with staff. In these areas staff that had completed higher education gave their principals lower scores than those that had not. Staff are least satisfied with the Robinson dimension, involving teachers' learning and development.

    Based on the result, an educational leadership in recreation centres would be oriented toward process and context, and have clear elements of communication. The principal needs to be present, familiar with the task, and would, in order to strengthen the status of staff and recreation centres, organize for educational training and peer learning, preferably together with staff from other forms of education.

  • 1189.
    Wasim, Zabihullah
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Teaching English in Teacher Training Colleges in Herat Afghanistan.: English Teachers' Strategies and students’ Learning Skills.2013Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    Lack of professional teachers in the field of language and lack of awareness of the students from applying constructive methods (dialogue, monologue, pair interactions) of learning languages in the classrooms weakened improvement in this area. It is common in Afghanistan that classes consist of a large number of students sitting in TTCs' classroom, teaching them a subject such as language is not so easy to involve all the students in the activities supposed to be fulfilled. In this case, constructive methods are hardly possible to be practiced in such classes, especially for teachers with low professional qualification. In the recent 10 years, international community and organizations provided generous support to education in different aspects, of which teacher education is one of the most important one. This study is done in Herat TTCs to explore TTCs lecturers’ teaching strategies of English and learning skills used by students

    This study is about the teaching strategies used by teachers and learning strategies used by the students during teaching and learning in the classrooms in Herat TTCs. The study teachers' and students’ views on how they teach and learn English language and how teachers are using different strategies during their teaching in the classrooms in TTCs.

    The data was collected through questionnaires given for the students (perspective teachers) and teacher educators (lecturer teaching English at TTCs). Also for the comparison of the students and teacher's responds, 20 classes were observed.

    It has been found that, generally, teachers at TTCs are still following quite a behaviorist ways of teaching. It obviously is limiting students' participation in the activities done in the classroom. This study also shows that teacher educators and students rarely use other sources of teaching and learning such as library, internet than textbooks, which can have important, specially teaching and learning English. Most of the teachers said that they used newspapers, TVs, cassette players and other materials as they all are very effective in teaching English language but since their performance was observed most of them did not used them. There might be different reasons why they do not use these materials, although they know the importance of it as they expressed. It could be due to unawareness of them from these materials or they may not be eager and interested in using these materials. It is also possible that they just wanted to give a positive answer to our question but or nor clear what does it mean. On the whole there is a contradiction between what the teachers said and what the teachers did. It is mentionable that all these needs were mostly felt in rural satellite TTCs where hundreds of students are training as in-service students who are teachers on the opposite shift and mostly they are on in-service training i.e. they are teachers of schools at the same when attending TTCs. Some teachers agreed that reading textbooks is also a mean by which we can improve students' reading skill beside other essential materials used in the classrooms. None of the respondent teachers had any other ways for improving their students' reading skill.

    Based on teachers' responses teachers use different strategies for the improving their students' writing skills, but most of the them practice on the students in the class, e.g. 50% give the students task to do in the class, however few of them give tasks as homework. On the other hand, there were few teachers who just taught only writing rules for their students. Another strategy that can help students' writing skill is writing from their own life, which was used by only by few teachers, however they claimed it is really working well.

  • 1190.
    Weckéll, Gunilla
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Kemi i förskolans vardag: - En kvalitativ intervjustudie om förskollärares uppfattningar kring att uppmärksamma ämnesområdet kemi i vardagen2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to examine preschool teachers’ perceptions and experiences of acknowledging the field of chemistry in preschools everyday-life. A qualitative approach was used in which interviews were conducted with 6 preschool teachers at one preschool. All of the preschool teachers had a long experience of working in preschool. The phenomenographic approach is based on categorizing the preschool teachers’ answers, where experiences and personal opinions matter. The result show that the preschool teachers most often associated chemistry in preschool with their own memories of chemistry in school and experienced this as something hard and difficult. Although, a lot of examples where mentioned where the preschool teachers could see chemistry in the preschool on a day-to-day basis, from planned activities to spontaneous questions. The scientific approach and the preschool teacher’ role in this was visualized. Personal interest and a suitable level for the ambitions were noted as a factor for success.

  • 1191.
    Wedelin, Filip
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Personligt uttryck: Fyra musiker och pedagogers resonemang kring personligt uttryck2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to investigate how active music teachers and musicians in Sweden argue about the concept of personal expression. This will be done through qualitative inter- views. My theoretical perspective is hermeneutics. The result shows several different ways of looking at, and relate to the concept of personal expression, which proves to be difficult to define. For example, you can see personal expression as a way of being and referring to music and life as big, or as the result of the aesthetic choices the musician makes when playing. The discussion chapter concludes that personal expression can be manifested in several different ways, and is experienced in several different ways. The discussion discusses how craft and technical knowledge can be put in relation to personal expression, and it appears that there are separate ways to reason around this. 

  • 1192.
    Wedin, Mikaela
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Små barns motorik: En studie om hur pedagoger i förskolan arbetar med motorik i naturen2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate the pedagogues view of children’s motorical development with a orientation in natural environment and if the pedagogues are aware of the research on children’s motorical development with a orientation in natural environment

    The study is based on qualitative interviews. Interviews were conducted on five different preschools with six different teachers, both pre-school and nursery nurses. The preschools were placed in a medium-sized municipality in Sweden. Respondents worked in 1-3 years department, as this age group was selected for the survey.

     

    The result shows that the pedagogues spends different amount of time in nature, depending on various factors. Aside from these factors, they are aware of the benefits nature offers to the motorical development and can not see any disadvantages for the motorical development.

    The pedagogues are to a certain point aware of the research on the subject, but believe that the awareness varies from pedagogue to pedagogue.

    The conclusion is that the pedagogues are aware of the benefits nature offers to the motorical development and all whishes to be outdoors more often. Their awareness of research on motor activity can be raised and should be discussed more in their teams so all can get the same awareness.

  • 1193.
    Welin, Jesper
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pojkar och flickor i bilderböcker: En feministisk poststrukturalistisk textanalys av bilderböcker2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this thesis is to study how boys and girls are described regarding actions in children’s literature through a gender perspective, in order to observe whether the characters are passive or active when it comes to actions. To further deepen the reasoning and to problematize gender stereotypes a feministic poststructuralistic perspective has been applied to observe how the characters are being presented.

     

    The method being used is a feministic poststructuralistic text analysis where focus has been on how text cooperates with pictures. Eleven books has been analyzed based on Maria Nikolajeva’s theories on children’s literature and Hillevi Lenz Taguchi’s research on feministic poststructuralism

     

    The result shows that even though themes and stories seems to be gender neutral at first glance a deeper analysis shows that hidden gender roles are present. The conclusion in this thesis is that some gender roles are so deeply rooted in our society that they might be hard to perceive. Books that children come in contact with during a day are very important when it comes to how they learn about gender issues and therefor it is important that adults have a deeper understanding on how to talk about such issues.

     

    Aspects on sexuality and gender are with the feministic poststructuralistic point of view something that lies more or less hidden when it comes to how people interact. Structures and action patterns are being taken for granted and there is therefore a risk that they are being repeated and normalized if not being studied. With a text analysis such as the one being done in this thesis one can critically study phenomena being present in books. By studying how and why things are presented the way they are one can easier move the discussion to the surface. 

  • 1194.
    Wendel, Elin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pedagogers uppfattning om hur barn bearbetar upplevelser genom lek: En studie om hur barns upplevelser yttrar sig i leken2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study was to investigate teachers' experiences of how children is processing their experiences through their play. I am also investigating how teachers can se differences in childrens way of play whether it is positive or negative experiences that are processed. Can we discover by observing the children's way of play if they are processing something that is based on a positive or negative experience? What characterizes a play that is based on a positive experience, and a negative? Can we by observing children’s play discover if they have been mistreated in any way? What is the early signs in childrens way of playing that they have been experienced something traumatic?

     

    I am using semi-structured interviews. The questions in my interwiev was open and there where no right or wrong answer to them. During the interviews I used notes and audio recordings, depending on whether the respondent agreed to the audio recording or not. I have my focus mostly on childrens negative experiences and how they are expressed, but i am also consider the positive experiences expression patterns.

    I have performed semi-structured interviews with 16 teachers at a pre-school and I have concluded that almost every employee at the pre-school have some kind of experience of by observing childrens play detecting what kind of experience the children are processing. The study revealed that educators perceive that children retell primarily through creative play and role-play what they have been through without having to put it into words and it does not matter if they are processing good or bad experiences.

  • 1195.
    Wennlund, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskollärares syn på barns inflytande och delaktighet i förskolan: En studie om förskollärares tankar och erfarenheter2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to find out how the preschool teachers look at the children´s influence and participation in preschool. Two questions are chosen to focus on in this study:• What are the preschool teachers´ views of influence and participation? • In what situations do the preschool teachers think that they give children the best opportunity to influence and participation?

    The method chosen in this study is semi-structured interviews in purpose to find out the preschool teachers´ thoughts and experiences about their work with influence and participation in preschool. Five preschool teachers in two different areas in the same municipality in central Sweden was chosen to be interviewed in the study in purpose to see the differences and similarities between different areas in the same municipality. The results show that preschool teachers’ see the influence and participation as an everyday thing; all preschool teachers’ have the same thoughts about the influence and participation and how they work with influence and participation. What differed between preschool teachers’ about how much influence and participation they gave the children was due to the need in the group of children they have at the moment. What need has the group for the moment.

  • 1196.
    Westberg, Hanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Landsbygd och stadsmiljö: Förskollärares arbete med miljöfrågor2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to visualize similarities and differences in how preschool teachers work with environmental issues at preschools in country-sides and cities. I want to examine in what way preschool teachers experience and interest effect their environmental work. My method for this study is a web survey that was sent out to preschool teachers at different counties in Sweden and a total of 51 preschool teachers answered the survey. The results showed that there are some similarities and differences between the country-side and city. The proximity to nature area is important to how and what preschool teachers work and teach about. Preschool teachers worked in similar ways to get children to participate in environmental work and the educational tools that they used in their teaching. The study also showed that preschool teachers interest in environmental issues is of great importance to how they appreciate their knowledge and skills. Most preschool teachers in the different areas haven’t been offered or have had any education in environmental issues.

  • 1197.
    Westerberg, Liselotte
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Simning- en livsviktig kunksap: En studie om icke simkunniga elevers känslor för simning2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 1198.
    Widdesgärd, Mirjam
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Den specialanpassade bilderboken ur ett estetiskt perspektiv: Multimodal analys av böcker med teckenspråk2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta examensarbete är en estetisk bilderboksanalys av pedagogiskt specialanpassade bilderböcker med teckenspråk inom språkutvecklings metoden TAKK. Syftet med studien är att studera om dessa böcker påverkas utifrån ett estetiskt perspektiv av det pedagogiska inslaget. Frågeställningen arbetet bygger på är: Vad blir resultatet av en estetisk bilderboksanalys av pedagogiskt specialanpassade bilderböcker med teckenspråk? Studien utgörs av en kvalitativ litteraturanalys som tillsammans med tidigare forskning, samt relevant litteratur för ämnet utgör grunden för resultatet och analysen. Analysen har sin utgångspunkt i den multimodala teorin. Studien visar att det pedagogiska inslaget i bilderböcker kan ha stor påverkan på hur boken upplevs utifrån innehåll, bild och textmässigt förhållande. Utformningen av dessa böcker påverkas mycket av hur dominant det pedagogiska upplägget är.

  • 1199.
    Widén, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Motorik, inlärning och rörelseglädje: En kvalitativ intervjustudie på förskolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The purpose of this study was to examine the teachers’ views on children's body movements at preschool, both in free and spontaneous play and in planned motion activities. They have also shared their thoughts on children's opportunities to movement at preschool and how they see it affecting the children's motor development, learning, and the joy of motion. This has been made possible by looking through the phenomenological perspectives "eye-glasses", a perspective in which the individual experiences the world through body and mind. Previous research shows that there is a connection between movement, development and learning ability. The method used was qualitative semi-structured interviews with eight teachers from three different preschools. The results showed that teachers felt that the children have a need to be active and that they have great opportunity to do so in the outdoor environment. The result also revealed that children need both spontaneous free play and planned motion activities to get the whole body in motion and to practice the basic movements that contribute to an easier long-term learning.

  • 1200.
    Wieslander, Malin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Ordningsmakter inom ordningsmakten: Diskurskamp, dilemman och motstånd i blivande polisers samtal om mångfald2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis identifies and describes the diversity aspects of police discourse based on the accounts of police trainees in their final year. Specifically, the focus is on culture, religion and ethnicity, and four main questions are addressed: What is said about diversity? How is it articulated? What subject positions are offered and assumed? In what ways are discourses of diversity sustained and challenged?

    The analysis of discourse in use is based on field studies conducted at the Swedish National Police Academy and focus group interviews with police trainees in the educational setting and during their trainee placement period. The analytical concepts of interpretative repertoire, ideological dilemmas, subject positions and discursive devices are employed to identify how different meanings are ascribed to diversity. Three central discourses of diversity are presented: diversity as inescapable difference (a hegemonic practice), diversity as political goal (recognition of diversity) and diversity as potential likeness (regulation of diversity). These are competing discourses on how police officers should be and how their role is understood in relation to a pluralistic society. The study shows that the contradictory diversity discourses reflect a struggle of different ‘us’, which regulates the conception of the ideal police officer, professional conduct and the performance of policing.

    In addition, five dilemmas originating in the tension between the discourses are outlined. Diversity is found to involve ideological dilemmas regarding how policing should be conducted in relation to profiling and social categories, how humour and jargon are viewed and handled, and how lack of knowledge may mean attributing subject positions to others with discriminatory implications. The thesis contributes to showing how diversity discourses reproduce the social order by affirming the social categories that the representatives of diversity are assumed to embody. It closes with a discussion of some practical and theoretical implications of its findings.

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