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  • 201.
    Axelsson, Jan
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Kilbrink, Nina
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    ”Du hör att nu liksom spinner han som en katt”: Transformation av ett yrkeskunnande till ett undervisningsinnehåll2023In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 1, no 11, p. 29-54Article in journal (Refereed)
    Abstract [en]

    Transformation of welding teachers’ vocational knowing into subject-specific educational content is focused in this study. The article displays the process of a learning study, in which welding teachers make the sound visible as an aspect of making the correct settings in MIG/MAG welding and give the students’ the opportunity to display their understanding in the interaction. The aim of the study is to contribute with knowledge regarding what happens when welding teachers in a learning study systematically transform subject-specific vocational knowledge to an object of learning in the welding method MIG/MAG. 

    The data consists of the welding teacher team’s documented meetings and film material from teaching situations. The complexity of subject-specific education within VET is shown with the use of the transformation concept. 

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  • 202.
    Axelsson, Jan
    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). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013), Science, Mathematics and Engineering Education Research.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Learning study i svetsundervisning: en yrkeslärares professionsutveckling2019Conference paper (Refereed)
  • 203.
    Axelsson, Jan
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Kilbrink, Nina
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Subject Specific Pedagogy in Technical Vocational Education: The Implementation of a New Way of Teaching.2023In: The 40th International Pupils’ Attitudes Towards Technology Educational Research Conference 2023, Liverpool. / [ed] Sara Davies; Matt McLain; Alison Hardy; David Morrison-Love, 2023, Vol. 1Conference paper (Refereed)
    Abstract [en]

    Research regarding classroom pedagogy of subject specific contents in the field of technical vocational education is scarce, nationally in Sweden, but also in an international perspective. This paper presents results from a Swedish action research project and it aims at exploring the process of a learning study, which deals with the settings in MIG/MAG welding and the intervention of the new pedagogic approach CAVTA (Conversation Analysis and Variation Theory Approach). The empiric material consists of video recorded welding education in a workshop and documented meetings in a welding teacher team. The theoretical toolbox of CAVTA permeates the teaching and learning processes as the teachers in the intervention try to implement patterns of variation in the planning, enactment and evaluation of the teaching and learning processes. In combination with the variation theoretic principles embedded in the teaching, ideas inspired by conversation analysis are implemented – the main element being an enhanced interaction, thus enabling for the students to display their understanding of the subject specific contents. The results show how CAVTA can be integrated in the teaching of settings regarding MIG/MAG welding, so that certain aspects of the object of learning is visualized. Furthermore, the findings show how the integration of CAVTA support the manifestation of a student’s understanding of the object of learning. How variation and the use of several senses and simultaneous different semiotic resources are activated as essential components in the teaching and learning processes, is made explicit in the paper. Plans for a recently launched research project including several different technical vocational education programs are also presented. The lack of classroom studies regarding technical vocational education calls for exploration in research, but should not avoid the ambition of development. This study captures the design and the development of a new pedagogic approach. Our hope is that the study will contribute to a growing body of knowledge within the field of technical vocational education and spur on further studies in this field of research. 

  • 204.
    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.

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    När musiken talar - på barnets nivå
  • 205.
    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. 

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  • 206.
    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.

  • 207.
    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 (from 2013).
    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

  • 208.
    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.

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  • 209.
    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.

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    fulltext
  • 210.
    Back, Jenny
    et al.
    Halmstad University.
    Stenling, Andreas
    Umeå University; University of Agder, Norway.
    Solstad, Bard Erlend
    University of Agder, Norway; Norwegian Research Centre for Children and Youth Sports, Norway.
    Svedberg, Petra
    Halmstad University.
    Johnson, Urban
    Halmstad University.
    Ntoumanis, Nikos
    University of Southern Denmark, Denmark; Halmstad University.
    Gustafsson, Henrik
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Norwegian School of Sport Sciences, Norway.
    Ivarsson, Andreas
    Halmstad University; University of Agder, Norway.
    Psychosocial Predictors of Drop-Out from Organised Sport: A Prospective Study in Adolescent Soccer2022In: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 19, no 24, article id 16585Article in journal (Refereed)
    Abstract [en]

    In recent years an increased drop-out rate in adolescents' soccer participation has been observed. Given the potentially adverse consequences of drop-out from soccer, more information about risk factors for drop-out is warranted. In the current study, Classification and Regression Tree (CRT) analysis was used to investigate demographic and motivational factors associated with an increased risk of drop-out from adolescent soccer. The results of this study indicate that older age, experiencing less autonomy support from the coach, less intrinsic motivation, being female, and lower socioeconomic status are factors associated with an increased risk of drop-out. An interpretation of the results of this study is that coaches play a central part in creating a sports context that facilitates motivation and continued soccer participation. Based on the findings of the current study we propose that soccer clubs implement theoretically informed coach education programs to help coaches adopt autonomy-supportive coaching strategies.

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  • 211.
    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.

     

  • 212.
    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.

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  • 213.
    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.

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    Examensarbete Camilla Barse
  • 214.
    Bartura, Khelifa
    et al.
    Norwegian School of Sport Sciences, Norway.
    Gorgulu, Recep
    Bursa Uludag University, Turkey.
    Abrahamsen, Frank
    Norwegian School of Sport Sciences, Norway.
    Gustafsson, Henrik
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Norwegian School of Sport Sciences, Norway.
    A systematic review of ironic effects of motor task performance under pressure: The past 25 years2023In: International Review of Sport and Exercise Psychology, ISSN 1750-984X, E-ISSN 1750-9858Article in journal (Refereed)
    Abstract [en]

    Wegner's theory of ironic processes of mental control emphasizes how the implementation of cognitive load-induced avoidant instructions can cause inefficient motor cognition in sports, thereby inducing so-called ironic effects where an individual-ironically-does precisely what s(he) intended not to do. This systematic review synthesizes relevant existing research and evaluates the effectiveness of experimental manipulations and cognitive load measurements for investigating ironic effects on motor task performance under pressure conditions. This review identified twenty-four empirical studies published before January 2022, including studies with experimental (21%) and quasi-experimental (79%) within- and between-subject designs. The most common reported pressure (i.e., cognitive load) manipulations fell into two categories: anxiety (77%) and dual-task (33%) techniques. The review also identified positive action-oriented instructional interventions to reduce ironic errors. Although most reported findings supported Wegner's assumptions about ironic performance effects, the review also identified inconclusive evidence (8%), which indicates a need for more research with a greater focus on: robust experimental design; the inclusion of competitive stressors; expert athletes; elite athletes; and intervention-based studies. These additions will clarify the mechanisms of ironic effects and assist in the development of interventional programs to diminish the likelihood of ironic effects in sports performance.

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    fulltext
  • 215.
    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.

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    Arkivfil
  • 216.
    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.

  • 217.
    Bastiani, Elisa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Skoldramaturgi om Orienten: Föreställningar om Östasien och orientalism i de svenska historieböckerna2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to analyse how Swedish history books portray East Asia, East Asians and their history. The study is framed within post-colonial studies with particular reference to the concept of Orientalism as defined by the researcher Edward W. Said. The study uses content analysis and Foucault´s power of discourse as methods to highlight Eurocentric dramaturgy and Orientalist concepts and representations used in the history books. The result shows that Orientalism is still present in the history books, although not to the same extent in all series and to a lesser extent in more recent publications.

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    Skoldramaturgi om Orienten
  • 218.
    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.

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    fulltext
  • 219.
    Begovic, Edina
    et al.
    Karlstad University.
    Gustafsson, Jennifer
    Karlstad University.
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Education, Utbildningsvetenskapliga studier av barn och barndom, UBB.
    Redo för digitalisering?: En studie om hur blivande förskollärare uppfattar sina möjligheter att arbeta med digitaliseringsuppdraget2022In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 18, no 1, p. 1-25Article in journal (Refereed)
    Abstract [sv]

    Denna studie syftar till att bidra med kunskap om i vilken utsträckning blivande förskollärare känner sig redo att arbeta med förskolans digitaliseringsarbete efter avslutad förskollärarutbildning. Deltagare i studien är förskollärarstudenter i slutet av förskollärarutbildningen. I studien undersöks i vilken utsträckning förskollärarstudenterna har haft möjlighet att ta del av någon form av undervisning om hur de skulle kunna arbeta med förskolans digitalisering under sin utbildning. En digital enkät med både förkodade och öppna frågor användes. Resultatet visar att de blivande förskollärarna själva upplever att de har goda kunskaper och kompetenser om förskolans digitaliseringsuppdrag, och att de känner sig redo att arbeta med detta efter avklarad förskollärarutbildning. Samtidigt uppger majoriteten av respondenterna att de inte vet vad begreppet adekvat digital kompetens handlar om, trots att det är vad de enligt läroplanen förväntas arbeta med. Artikeln diskuterar hur de blivande förskollärarna ska kunna lyckas med sitt uppdrag utifrån dessa förutsättningar.

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    Begovic m fl 2022 Redo för digitalisering
  • 220.
    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.

  • 221.
    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.

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    Annie Behre- examensarbete
  • 222.
    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.

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  • 223.
    Bellman, Angelica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Yoder, Sara
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Digitalisering som verktyg för likvärdighet?: En studie om rektorers resonemang om den digitala satsningen utifrån begreppet likvärdighet.2020Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study has been to describe and problematize how principals are perceiving equity in digitalization based on the concepts in K-6. Eight principals at different schools from the same municipality have been interviewed. The results show that principals use various methods to conduct school development of ​​digitalization in order to achieve equality within the school. Inparticular the results show that there are differences in how far the development of digitalization, digital skills and equivalence has reached both within schools and between schools. The principals have different points of focus in managing the digital implementation. One conclusion based on the analysis is the complex conditions a principal must work under to achieve equality through digitization. The principals are caught between leadership from the municipality and the state. This study shows that all principals must choose individually an area to develop within their school. This can lead to inequalities in the field of digitalization.

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  • 224.
    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.  

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  • 225.
    Bengtsson, Emma
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Är Karlstads kommuns utomhusgym jämställda?: En intervju- och observationsstudie som undersöker av vem och hur Karlstads kommuns utomhusgym används2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Physical activity is vital for an adequate health, and the Swedish residents’ health is getting poorer. Karlstad municipality’s aim is that all residents of Karlstad municipality shall have the right to an adequate health on equal terms, and the municipality offer financial support to spontaneous sports. Karlstad municipality have the aim to be one of the country’s most equal municipalities, as well. The aim with this study was to investigate how the outdoor gyms in Karlstad municipality are used and by whom. The study mainly based on a gender theoretical perspective. The main question at issue, which was answered to, was if the Karlstad municipality’s financial support was used right to generate equality in spontaneous sports. The research methods used in this study was qualitative interviews with six respondents, and quantitative observations with 147 people were observed.

    The main results in this study showed that Karlstad municipality’s financial support was used right in an equality perspective since the gender divide was equal with 47% women and 53% men at the observed outdoor gyms. Men did focus more at using equipment made for exercising the upper body. The respondents wished to be able to adjust the weight and fit at the equipment. Women did experience discouragements to not work out in an outdoor gym in a greater extent, which can be linked to insecurity. Further research should investigate the question in larger studies, to get a greater basis of how the gender divide is divided, and to be able to in a more profound way investigate male and female preferences of the equipment and how discouragement linked to insecurity can be reduced.

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  • 226.
    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.  

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    Barns inflytande i förskolan
  • 227.
    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.

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    fulltext
  • 228.
    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.

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    Bengtsson, Bladini & Naeser 2015
  • 229.
    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. 

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  • 230.
    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.

  • 231.
    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.

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    fulltext
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    Ämnesintegrering
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    Arkivfil
  • 232.
    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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    fulltext
  • 233.
    Bergerud, Caroline
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Barns utforskande och samtalande kring ett naturvetenskapligt innehåll: En kvalitativ studie om barns utforskande och samtalande under ett experiment bestående av att blanda och separera2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to contribute with knowledge of children´s exploration and conversing during an experiment consisting of mixing and separating. The study was conducted on the basis of an inductive and qualitative approach where semi-structured interviews were used as a method. A socio-cultural perspective was used as it is the children´s exploration and conversing about a scientific content that is in focus. The collected data was analyzed with inspiration from a phenomenographic analysis model.

    The result shows that the children asked questions and made descriptions regarding the content of the experiment, but there were also questions that were not about the scientific content of the activity. The children compared the different processes mixing and separating with more everyday events and their conceptual use increased during the course of the experiment and this after they had been introduced to them.

    The conclusions show that the active role of the interviewer was crucial for the visibility of the scientific content of the activity.

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  • 234.
    Bergfeldt, Johanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Högläsning i förskolan: En studie av hur pedagogers arbete med högläsning påverkar hur stunden för högläsning utformar sig2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine teachers implementation of read-alouds in preschool and how it affects the read-aloud experience. In order to examine this, I have based this study on a framing of questions that are being answered by a combined method out of observations of the read-aloud experiences and interviews with teachers about read-aloud implementation at their work place. Results from the observations and interviews have together been analysed to perceive the teachers implementation of read-alouds in preschool and how it affects the experience. 

    Previous research emphasizes that teachers should be well-read about the implementation of read-alouds and how it should look like in order to be a rewarding experience for children. The results of the study show that teachers work with read-alouds has a significant impact on how this moment is shaped. Knowledge and commitment are important aspects for a rewarding read-aloud experience, as this i crucial in order to capture the children´s attention and interest.

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  • 235.
    Berggren, Josefine
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Hur förskolans värdegrund synliggörs i barnlitteratur: En analys av fyra bilderböcker2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how pre-school values makes visible in children´s literature. Thereby the study adds more knowledge of which norms and values the children meet through children´s literature. To achieve the purpose, I have chosen to analyse four picture books written 2012 and 2016. The publishing years are chosen so that the books in an accurate way can describe the norms and values we see today.

    The results show that we in children´s literature can see the basic democratic values on which the preschool´s values rests. The characters in the picture books shows good examples of values such as care, respect, solidarity, participation, equality and human dignity. However, values such as discipline and integrity are usually portrayed by the fact that the characters first make mistakes and then correct them to desired behaviours around these values. The most obvious norm in the analysed picture books were the norm of gender. In particular, we see how this norm is challenged and questioned by the fact that several of the girls are portrayed with male characteristics and that the boys discuss what is considered typically male and female.

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  • 236.
    Bergh, Andreas
    et al.
    a School of Humanities, Education and Social Sciences, Örebro University, Örebro, Sweden.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Englund, Tomas
    a School of Humanities, Education and Social Sciences, Örebro University, Örebro, Sweden.
    Local enactment of the Swedish ‘advanced teacher reform’2018In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 3, p. 326-341Article in journal (Refereed)
    Abstract [en]

    This article focuses on a new form of governing that targets a selected group of teachers. Specifically, it analyses how the Swedish so-called advanced teacher reform is enacted at the local level and discusses its implications for teachers’ professionalism. The methodological approach enables a local analysis in a broader international policy context. Using characteristic elements from curriculum theory to analyse the relationship between different levels and elaborating on the linguistic turn of curriculum theory, three concepts are central in the analysis: enactment, linguistic criteria and professionalism. Empirically, the study draws on material from a two-year application process in a medium-sized municipality. The result demonstrates that the local enactment process is clearly influenced by transnational policy trends and that less allowance is made for teachers’ own experience-based knowledge in the second studied year. The linguistic analysis shows how the applicants using the ‘right concepts’ were selected to become ‘advanced teachers’. As complex and qualitative aspects disappeared from the agenda, this type of governing, with its standardized use of language, may reduce schools’ educational potential. Changes like this raise new questions about how schools can maintain and develop democratic and professional values whilst being exposed to new policy trends.

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  • 237.
    Berglund, Alva
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Lärmiljön som verktyg i förskollärares inkluderingsarbete: En observationsstudie om hur lärmiljöer kan bidra till att inkludera barn i behov av extra anpassningar eller särskilt stöd i förskolans verksamhet2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to contribute with an in-depth knowledge regarding how adaptations in the learning environment can contribute to children in need of special support or adaptations being included in the preschool’s education, based on their own conditions.

    To achieve this purpose, I’ve used participatory observation, where three preschool teachers were observed during three mornings. This was done to make visible how they work with both the social and physical learning environments at the preschool to include all children in the activities. The results of the study have been analyzed with a social constructivist perspective on knowledge, and from a symbolic interactionist perspective. Ethnography has been used as a methodology.

    The results of the study are reported on the basis of the three themes that emerged during the observations that were carried out. These themes are image support, the design of the physical learning environment and the preschool teachers’ approach. The conclusions show how the social structures we as humans actively and unconsciously participate in, affect how the children’s education looks like, and what material becomes relevant to work with in preschool. It is also stated that the preschool teachers influence the children by themselves being part of a social structure that has influenced what they have learned. The basis of what is learned, and how it is structured, is the language. 

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  • 238.
    Berglund, Ingela
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Lek och lärande i förskolans inomhusmiljö: Förskollärares syn på inomhusmiljöns betydelse för barns lärande i leken2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 239.
    Berglund Saxholm, Angelika
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Jag bygga, bampan": Vilka kunskaper kan barn i 1,5-2 årsålder ta till sig om ficklampan som ett tekniskt system2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to, from a qualitative point of view, examinte some young children’s understanding of what knowledge of a flashlight as a simple technical system, children of 1,5-2 years can absorb. The study is qualitative and has been conducted with participatory observations where children are given the opportunity to investigate a flashlight and its various components: lamp, power switch, batteries and cap.

    The result shows that the children's ability to acquire knowledge of the flashlight subcomponents function is very extensive. The study involved a total of six children aged 1,5-2 years. Through an educational activity, the children were introduced to a flashlight and after three days an observation was conducted where the children were allowed to investigate and explore some of the flashlight subcomponents. The result is based on the observation. After the observation, the majority of the children who participated had developed knowledge of the flashlight subcomponents function and an understanding that the batteries must be in the flashlight, the cap must be on and the children need to press the power switch to cause the flashlight to lit.

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    "Jag bygga, bampan"
  • 240.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Forssten Seiser, Anette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Mogren, Anna
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    ESD-facilitators’ conditions and functions as sustainability change agents2023Conference paper (Refereed)
    Abstract [en]

    Proposal information 

    This study seeks to investigate the experiences of teachers working as ESD-facilitators within a whole school approach project designed to implement education for sustainable development (ESD) in their schools. The program activities included school leaders, teachers, and ESD- facilitators. During a period of three school years, five schools in a municipality in Sweden took part in order to integrate ESD in their organization and teaching practice. The ESD-facilitators took part in the design of the development process, workshop activities and content, and facilitated each school’s internal work. This study aims to identify in what ways ESD-facilitators function as sustainability change agents and how contextual factors might contribute to success or form hindrances in their work.The project was designed based on teachers’ learning and collaborative and reflexive work (Desimone, 2009). The purpose was to direct the development work of the schools towards a whole school approach (Mogren et al. 2019), meaning that ESD is fully integrated in the local curriculum. The main areas of development were to increase interdisciplinary teaching with focus on ESD as holistic pedagogical idea, and that ESD should permeate the work in all levels of the internal and external organization of the school (Sund & Lysgaard, 2013), implying that the different actors in the school and its societal context (students, teachers, school leaders and the outer society) work towards sustainability (Mogren et al., 2019). An additional aim was to integrate pluralistic approaches in the teachers’ classroom practice.The project included two project leaders, who also participated as researchers in the project. Together with the school leaders and ESD-facilitators, they took a leading role in the development of the project, which included joint seminars, and meetings between project leaders and a) school leaders (across schools), b) school leaders and facilitators (within schools), and c) facilitators (across schools). The ESD-facilitators were intended to function as a link between school leader, project leaders and the teaching staff. They were supposed to support the teacher work teams in their discussions and implementation work with transforming ESD principles into practice.A recent study by Van Poeck et al. (2017) explored different change agent roles by mapping the different ways in which change agents actively contribute to sustainability. In relation to different roles, various types of learning is being made possible. The authors identified four types of change agents that position themselves in different ways along the two axes of personal detachment vs. personal involvement, and instrumental vs. open-ended approaches (to change and learning). This study investigates the views and practices of the ESD-facilitators in relation to these two dimensions. Thus, different change agent positions may be taken.The ESD-facilitators have a middle leading role in their schools, which means that they enact leading practices from a position in between the teaching staff and the school leader (Grootenboer, Edwards-Groves & Rönnerman, 2015). There is limited research focusing on practitioners who facilitate processes of professional development (Perry & Boylan, 2018). Thus, little is known about how facilitators, and particularly those who facilitate a whole school approach to ESD, could be supported to carry out their role and tasks in an effective way, and what adequate conditions and arrangements for this might be. Taken together, this implies a gap in current knowledge about ESD implementation strategies, which this study aims to help bridging.The research questions guiding the research are twofold: in the ESD-facilitators’ descriptions of their roles, functions and practices:        

    • What kinds of sustainability change agent roles can be identified?
    • What contextual factors are experienced as successful and/or hindering?

    Methodology or Methods

    After the project ended, interviews were carried out between November 2020 and April 2021 with seven ESD-facilitators from five different schools. Two of the schools had appointed two facilitators, who either focused on different programs (in upper secondary school) or on different levels in compulsory school (primary or secondary level).The interviews followed a semi-structured approach (Bryman, 2018) and included pre-defined areas concerning the ESD-facilitators’ view on: a) the long term purposes and goals of the project, b) in what ways they viewed their role in the development work in their school, and c) their experiences of factors that were of central importance in order for them to be able to perform their task effectively. Their responses were followed up by the interviewer in a flexible manner.The analysis of data followed a multi-step process. The three parts above constitute the basis for the first step of the analysis, which was performed inductively and followed a broad approach to data driven thematic analysis (Braun & Clarke, 2006). The next step was analyzed deductively, based on the typology of sustainability change agents by Van Poeck et al. (2017). In this step, the utterances connected to the ESD-facilitators’ role in the development work, together with utterances concerning their view of long-term purposes and goals of the project, were analyzed in relation to the four different types of sustainability change agents in the typology. The analysis concerning their role focused mainly on the two dimensions identified as open-ended or instrumental, and personal detachment vs. -involvement. Utterances were identified that could be associated with a specific role description under the four ideal types of change agents. Moreover, utterances of how they viewed the purpose and goal of the ESD development work were analyzed, mainly connected to how different types of change agents may enable different forms of learning (Van Poeck et al., 2017). However, research on middle leading practices as well as research of sustainability change agents emphasizes that roles and practices should be interpreted in relation to the context they are enacted within (Grootenboer, Edwards-Groves & Rönnerman, 2015; Van Poeck et al., 2017). Therefore, the analysis also focused on identifying how different contextual factors affect and enable the roles and practices of the ESD-facilitators. Thus, the final step is to look for relationships between expressed purposes and goals, roles, and what factors are experienced as promoting and/or hindering their role and mission.

    Findings and conclusions 

    The analysis indicates that teachers struggle with transforming ESD theory into teaching practice. The school culture has great impact on the readiness of teacher teams to engage in transformation of their teaching. The ESD-facilitator’ functions and practices are affected by the school culture and whether teacher teams are well functioning or not in terms of collaborative work.All the four roles in the typology (Van Poeck et al., 2017) were identified in their expressions, and different contextual factors were emphasized as either promoting or hindering their functions. Clear support and leadership from the school leader and the presence of a well-defined long term goal was important to provide direction and legitimize the ESD-facilitator role in schools where a broad anchoring of ESD among the staff was missing. Moreover, roles and processes became more open-ended in schools where there was room for collaborative work and reflexive discussions. In those schools where the culture encouraged collaborative work and shared agency, the ESD-facilitators pointed out their functions in mediating the process in terms of initiator, facilitator, mobilizer and/or awareness raiser (ibid.). When there was little space for collaborative work, or the culture was hindering it, the ESD-facilitator role and approach became more instrumental and it became harder to create agency and integrate ESD as a holistic pedagogical idea (see Mogren et al. 2019) among the community of teachers. Those facilitators emphasized their functions in terms of experts, councellors, managers, solution providers and exemplars (Ibid.).A challenge was how to transform ESD theories, which the facilitators expressed as abstract and far from everyday teaching, into concrete practice. In the school where a collaborative culture was present, a way to solve this was to start doing by daring to explore new ways of teaching, and then evaluate in a collaborative, open and reflexive manner

    References

    Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.

    Bryman, A. (2018). Samhällsvetenskapliga metoder.(tredje upplagan). Liber.

    Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181-199.

    Grootenboer, P.,  Edwards-Groves, C., & Rönnerman, K. (2015). Leading practice development: voices from the middle, Professional Development in Education, 41(3), 508-526, DOI: 10.1080/19415257.2014.924985

    Mogren, A., Gericke, N., & Scherp, H.-Å. (2019). Whole school approaches to education for sustainable development: a model that links to school improvement. Environmental Education Research, 25(4), 508-531.

    Perry, E., & Boylan, M. (2018). Developing the developers: supporting and researching the learning of professional development facilitators. Professional development in education, 44(2), 254-271.

    Sund, P., & Lysgaard, J. G. (2013). Reclaim “education” in environmental and sustainability education research. Sustainability, 5(4), 1598-1616.

    Van Poeck, K., Læssøe, J., & Block, T. (2017). An exploration of sustainability change agents as facilitators of nonformal learning: Mapping a moving and intertwined landscape. Ecology and Society, 22(2).

  • 241.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Forssten Seiser, Anette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Mogren, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Sustainability change agents in whole school approaches to education for sustainable development (ESD).2023Conference paper (Refereed)
    Abstract [en]

    This study investigates the experiences of teachers working as ESD-facilitators in a whole school approach project designed to implement education for sustainable development (ESD). The project included ESD-facilitators, teachers, and school leaders. The ESD-facilitators took part in designing joint seminars and workshop activities, and facilitated each school’s internal work. This study aims to contribute with knowledge concerning in what ways ESD-facilitators function as change agents in development processes and how their work can be supported. Different types of sustainability change agents who position themselves differently along the two dimensions of personal detachment vs. personal involvement, and instrumental vs. open-ended approaches (to change and learning) have been identified in previous research (Van Poeck et al., 2017). This study investigates the views and practices of ESD-facilitators in relation to these two dimensions, and focuses on what sustainability change agent functions are enacted, and what contextual factors they experience as successful and/or hindering in their work. Data were collected through semi-structured interviews with seven ESD-facilitators from five schools. Focus areas were their views on: a) the long term goals of the project, b) their role in the internal development work, and c) factors of central importance for their ability to perform their task effectively. The findings indicate that roles and processes become more open-ended in schools where there is room for collaborative and reflexive work. In schools where the culture encourages shared agency, the ESD-facilitators point to their functions in mediating the process in terms of mobilizer, facilitator, initiator, and/or awareness raiser (Ibid.). When there is little room for collaborative work, or the culture impedes it, the ESD-facilitator role and approach become more instrumental and it is harder to integrate ESD and create agency. Those facilitators emphasized their functions in terms of managers, solution providers, experts, exemplars and councellors (Ibid.). 

  • 242.
    Bergman, Emelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    ”En växt kan inte leva, den har ju inga ben”: En intervjustudie avseende 6-åringars kunskap om växter2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to illustrate what knowledge 6-year old’s in preschool have about plants. In all, ten children from two different preschools participated in the study. Qualitative interviews were used to get as much information as possible considering that 6-year old children have not developed their ability to read or write properly yet. It is easier for children to reason verbally than respond to a survey. The interviews with showing 20 images of regular Swedish plant species. The children were asked follow-up questions from what they told me about the plants on the images. The results showed that the children in the study knew very little about plant species, the most well-known plant was buttercup. The children knew more about plants living conditions and functions than species. The results also showed that some of the children in the study expressed a higher interest for interactive digital games than learning about plants.

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  • 243.
    Bergman, Frida
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Sorgens olika sidor: Analys av hur barn sörjer i bilderböcker ur genusperspektiv2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to examine how children mourn in picture books from a gender perspective. The study was made from four different books written between 2007 – 2018. The result showed that the grief that the main characters (the children) carried in the different books wasn’t tied to the gender they have or don’t have. But the two main characters that did have a specific gender is connected to their gender with different gender markers.

  • 244.
    Bergmark, Niklas
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Skolledares tolkning av begreppet inkludering: En diskursanalytisk studie av intervjuer med fyra skolledare2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The object of this study is to examine and analyze which discourses concerning inclusion become apparent when school administrators speak of the concept. Fairclough critical discourse analysis was used, from a social constructionist premise on four transcribed interviews with school administrators.

    In conclusion, six discourses became apparent about inclusion. These included a community discourse, a diagnostic discourse, a dialogical discourse, an expertise oriented discourse, an individualization discourse and an ability discourse. Inclusion was described in varying ways, which corresponds well with current research. The discourses where language use least corresponded with research about inclusion was the diagnostic discourse and the ability discourse, wherein the child is easily portrayed as the carrier of the problem.

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  • 245. Bergqvist, Ove
    et al.
    Strandberg, Max
    Stockholms universitet.
    Jägerskog, Ann-Sofie
    Stockholms universitet.
    Tväråna, Malin
    Stockholms universitet.
    Björklund, Mattias
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Stockholms universitet.
    Analys av flyktingfrågan – vad är det vi vill att eleverna ska kunna göra när de analyserar flyktingsituationen, och vad i vår undervisning möjliggör det?2017In: Lärarnas forskningskonferens 31 oktober 2017: Abstracts, 2017, p. 24-25Conference paper (Other academic)
    Abstract [sv]

    I samhällskunskap undervisas elever i frågor om hur olika samhällen är organiserade och strukturerade, om värden och värdefrågor samt om hur man kan analysera, kritiskt granska och dra relevanta slutsatser om argument i samhällsfrågor. Undervisningen utgår ofta från de dagsaktuella frågor som på- verkar vårt samhälle just nu. En av dessa samhällsfrågor är det faktum att många människor under en längre tid flytt i båt över Medelhavet, en farofylld flykt som medför stora risker och en osäker framtid. Projektets utgångspunkt är denna aktuella flyktingsituation - varför så många flyr, varför andra stannar kvar och hur individer och samhälle påverkas av flyktingsituationen, idag och i den nära framtiden. Vad är det man kan när man kan analysera flyktingsituationen – om man går i ettan, i sexan, i åttan, eller första året på gymnasiet? Hur kan vi undervisa kring detta i samhällskunskap för att utveckla elevernas förmåga att analysera flyktingsituationen? Det här är ett aktuellt och viktigt ämnesområde, och kunnandet som undersöks (förmågan att analysera en samhällsfråga) är grundläggande för samhällskunskap. Samtidigt saknas nästan helt svensk forskning om elevers lärande i interaktion med läraren i undervisning på området (Olsson, 2016, s. 71). Internationell forskning har främst fokuserat hur elevers idéer om samhällsfrågor relaterar till social bakgrund och kulturell identitet (Barton & Avery, 2016), medan forskning som syftar till att beskriva innebörden av elevers samhällskunskapskunnande saknas. I ett större ram-projekt som påbörjades 2015 av SO-nätverket inom Stockholm Teaching & Learning Studies undersöks elevers förmåga att analysera i ämnet samhällskunskap. Syftet med ramprojektet är att bidra till att elevers analysförmåga preciseras och att vi på så vis utvecklar kunskap om hur denna förmåga kan möjliggöras genom undervisning. Symposiet presenterar tre delprojekt som inom ramen för den övergripande studien om innebörden av analysförmågan i samhällskunskap undersöker innebörden av och undervisning för elevers förmåga att analysera situationen med flyktingströmmarna från Syrien till Europa. Tre lärarlag från olika undervisningsstadier – låg- och mellanstadiet, högstadiet och gymnasiet – har under läsåret 2016/2017 utformat och studerat undervisning för elever i årskurs 1 och 6, i årskurs 8 och i gymnasiets år 1. I delprojekten har elevers erfarande av flyktingsituationen och deras sätt att analysera denna kartlagts och analyserats fenomenografiskt (Marton, 1981; Larsson, 1986). Lärargrupperna har därefter utgått från resultaten av dessa kartläggningsanalyser för att med hjälp av variationsteori (Lo, 2012; Marton, 2014) utforma, pröva och revidera undervisning för att möjliggöra elevers utvecklande av förmågan att analysera flyktingsituationen. Varje delstudie har genomfört två cykler av planering, genomförande och analys av forskningslektioner med åtföljande för- och eftertest (jfr. Learning Study). Elevmaterial i form av skriftliga kartläggningar och inspelade och transkriberade lektioner/ gruppdiskussioner har analyserats för att identifiera kritiska aspekter (Marton 2014; Pang & Ki, 2016) av förmågan att analysera flyktingsituationen som behöver fokuseras i undervisning. Under symposiet presenteras de gemensamma utgångspunkterna och frågeställningarna, samt de tre delprojektens olika undervisningsinterventioner och analyser. Sammanfattningsvis diskuteras vilka likheter och skillnader som tycks finnas mellan olika skolstadier när det gäller att kunna analysera frågan om flyktingströmmarna över Medelhavet och kritiska aspekter av att kunna göra detta i olika undervisningskontexter.

  • 246. Bergqvist, Tomas
    et al.
    Österholm, Magnus
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Resultat av utvärderingen av Matematiklyftet angående undervisning och fortbildning2018Conference paper (Other (popular science, discussion, etc.))
  • 247.
    Bergstam, Karolina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns utveckling genom lek: Pedagogers tankar om den fria lekens betydelse för barns språk- och sociala utveckling2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I conducted a study in which I examined the understanding of how teachers think about the importance of play for children's language and social development. To answer this, I have used previous research and literature that I consider to be relevant to my study. It includes mainly what play is and its historical development, the child's interaction in the play, and teachers' presence in the play and what significance the play has for children's language development. The method I have used to get answers to my questions are qualitative interviews and I have interviewed four active educators working with children aged 1-5 years. The result showed that it is the preschool teachers responsibility to include all children in the play, while it is important to be sensitive when children show that they want to play themselves, children's play must be respected as well as language and social progress go "hand in hand" in play.

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    Barns utveckling genom lek
  • 248.
    Bergstrand, Therese
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Materialets betydelse i arbetet mot en jämställd förskola: Hur material används och hur könade genusroller görs i barns lekar2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to describe how children use material and what gendered gender roles are done in children's games at preschool. This I have studied through four observations on a department in a selected space that I am calling for the building space. The earlier research is based on being a boy or girl. Therefore, with this study, I want to see which gender roles the children do in the preschool regardless of the biological gender. I have emanated from poststructural and posthuman perspective that is relevant to my purpose because it is consistent with how children are made gender roles and not already are. Since the material is a big part of the study, posthumanistic viewpoint gets an important part as the material is seen as an agent in children's subject creation. From theories I have found concepts that are used to understand the analysis of the results. The study shows that the material in preschool is largely gender neutral and that the children often create gender neutral roles. There are materials that are difficult available as evidence of gender material and the children often mention gender-like games like mom, dad, children but rarely take these roles in play. A role that returned in my study was "dog" which can be seen as a gender-neutral role.

    Keywords: Gender equality, gender roles, preschool, material, play.

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    Materialets betydelse i arbetet mot en jämställd förskola
  • 249.
    Berrstrå, Caroline
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Utemiljöns inverkan på barns motoriska utveckling i förskolan: En kvalitativ studie om hur förskolans utemiljö främjar barns motoriska utveckling ur ett pedagogperspektiv2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this study, the purpose was to explore the preschool teacher´s experience of their preschool yard and the nearby environment related to children's motor development, based on two issues. In what way do the educators consider that the schoolyard´s design promotes children's motor development and movement needs? Does the preschool teacher take advantage of the nearby environment and how does it promote children´s motor development?

     

    The study is based on Reggio Emilia as a theoretical framework where the environment has a great importance to promote the children´s motor development.

     

    The method used in this study was qualitative in terms of interviews, where six preschool teachers from three different preschools located in a smaller society in the middle of Sweden attended. A compliment to the interviews was also observations of the preschool yard preformed without preschool teachers and children, to be used at the analysis.

     

    The result shows that the preschool teacher´s consider that the preschool yard and nearby environment are important for the children’s motor development. It also emphasizes that the material, mainly the fixed one has big impact. The result also shows that the preschool teacher´s consider themselves to have an important role to support the children in the exploration of the outdoor environment.

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  • 250.
    Billman, Emil
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Hur arbetar man i förskolan med fysik med de minsta?: En intervjustudie med förskollärare och förskolechefer.2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with this survey is to look at physics with the smallest children at the preschool, how it is perceived and how it is worked with. Do they have good materials to work with physics and do they feel that they can work with it? The method that is being used in this survey is interviews of the qualitative style. Four preschool teacher and two preschool directors was interviewed according to a schedule that was different if you were a preschool teacher or a preschool director. The result showed that the preschool teachers considered that they didn’t have that much knowledge in physics and that it was a little bit tricky to work with. To see which material that would fit best to use in a physics situation was perceived as hard by two teachers while two teachers thought that most materials could be used. 

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