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  • 201.
    Bråth, Carina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Inkludering- möjligheter och hinder.: Fyra lärares erfarenheter av att undervisa elever med utvecklingsstörning i grundskolan2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 202.
    Buchholtz, Carolina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Högläsning i förskolan: En studie om hur barns språkutveckling uppmärksammas i högläsningen i relationen mellan pedagog och barn ur ett sociokulturellt perspektiv.2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The main purpose of this study is to examine the interaction between educators and children during reading aloud and how the educators recognize this.

    The study is qualitative and the empirical material was gathered through observation and interview methods. Interviews were done with three teachers, and they were observed on five occasions. The children’s age is 4-5 years.

    The results show that teachers have a good knowledge of reading alouds importance for young children's language development and reading aloud is seen as an educational activity, but may have different purposes depending on the situation. The result also shows that the teachers clearly recognize children's linguistic stimulation in reading aloud.

  • 203.
    Buskqvist, Ulf
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Den digitaliserade skolan - etiska spänningsfält2017In: Etiska perspektiv på skolledares arbete / [ed] Åsa Söderström, Stockholm: Studentlitteratur AB, 2017, p. 29-47Chapter in book (Other academic)
  • 204.
    Byqvist, Theresa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Samling som ett demokratiskt moment i förskolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 205.
    Bäcklund, Linnéa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskollärares syn på delaktighet och inflytande i verksamheten: En jämförande studie i sydafrikansk och svensk förskola2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 206.
    Bäckman, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Utåtagerande beteendeproblematik i förskolan: Pedagogers upplevelser av arbete med utåtagerande barn2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 207.
    Bäckström, Linnéa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Det icke-verbala barnet i mötet med naturen: En kvalitativ studie om pedagogernas kommunikation och interaktion med de yngsta barnen i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att ta reda på hur pedagoger ser på naturen som lärandemiljö, samt hur de samspelar, interagerar och kommunicerar med de yngsta barnen i mötet med naturen. Vidare är syftet att ta reda på vilka kommunikationsformer pedagogerna använder för att skapa ett meningsfullt lärtillfälle tillsammans med de icke-verbala barnen i förskolan. Naturen som lärmiljö är en enorm tillgång för utveckling och lärande hos barnen, dock krävs det pedagoger som tar tillvara på denna tillgång. Studien har utgått från kvalitativa intervjuer med sex förskollärare på tre olika förskolor, där intervjuerna har analyserats utifrån två olika perspektiv, livsvärld och sociokulturellt perspektiv. Resultatet visar att pedagogerna använder verktyg för att förstärka det verbala språket i kommunikation med de yngsta barnen, men att de skulle vilja ha mer kunskap om alternativa kommunikationsformer utöver det verbala språket. Slutsatsen i studien visar på att det krävs engagerade och närvarande pedagoger för att genom de icke-verbala barnens kroppsspråk försöka tyda vad de intresserar sig för. 

  • 208.
    Bäckström, Lovisa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskollärarnas uppfattningar om kemiska produkter i mat samt ekologisk mat: En studie om förskollärarnas uppfattningar om kemiska produkter i mat samt ekologisk mat i relation till barns hälsa2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The preschool is a place that should contribute to the health of children and the preschool teachers have an important role to create good conditions for this. The purpose of my study is to examine preschool teachers’ perceptions of chemical products in food and organic food in relation to children's health. Through qualitative interviews with six preschool teachers at two different preschools in two separate municipalities it is shown in my results that preschool teachers have variable perceptions about chemical additives and organic food. Most of them have a negative perception of chemical additives and a positive perception of organic food, and different views on how these would affect the health of children.

  • 209.
    Bäckvall, Linda
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Drömmar för musikämnet: En kvalitativ intervjustudie där musikdidaktiken beskrivs i förskolan2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this degree project is to describe and analyze how pre-school teacher´s didactically arrange different music activities in the work. To gain understanding and the importance of music didactics in preschool. The study was conducted using qualitative interviews through phenomenographical methodology in which six preschool teachers were interviewed. The theoretical background is based on music didactics, musicking and variation theory. The music activities in preschool rarely follow any form of didactic planning, focus is usually on another subject area, mostly language and the subject of music end on second place. There is a vision that the music subject should end in the first place, and that it requires a greater commitment and prioritization of time from the preschool teachers. The dreams and visions that exist for the music activities are about having access to a room like a studio where material in different forms of musical instruments is available. Another dream among preschool teachers is to gain more competence development and inspiration. Another vision is that the children should be challenged more and have the opportunity to explore the music subject further. Preschool teachers have different deductions for different subjects and usually it is in the staff that has the most musical skills that are responsible for the music activities.

  • 210.
    Bärling, Bernt-Åke
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Att förstå Läs- och skrivutredningar2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study describes some teacher´s perceptions of how problems with reading and writing difficulties are desciribed in reading and writing analyses. It shows the understanding as it is today, but also the need of further training in the field of reading and writing difficulties.

    The study is a semi structured interview study with eight high school teachers in two high schools in Sweden and it has a phenomengrafic approach.

    The teachers in this study are familiar to working with students with reading and writing difficulties and support their students in the classroom. Allthough the study shows some misconceptions of the same type that have previously been shown in international research.

    There is a lot of intuitive skills in the sense that the teachers interviewed, know that adjustments are needed and, that the students abilities can differ.

    The formal knowledge of disabilitie effects and what it means for teaching, as expressed in the reading and writing analysis are not complete and the study shows some misconceptions and, in some cases, the lack of basic knowledge.

    An effect of this is that in some cases, support become meaningless or had an opposite effect.

  • 211.
    Callh, Amanda
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskolan som hälsofrämjande arena: En kvalitativ intervjustudie ur förskollärares perspektiv2018Independent thesis Basic level (professional degree), 210 HE creditsStudent thesis
    Abstract [en]

    In order for the individual's chances of good health to increase, health promotion should beintroduced to the youngest children. A recent report shows that Sweden is falling in ranking in termsof equal health where Sweden ended up in 23 out of 35 countries. The socioeconomic gaps inSweden's society mean that children's health becomes a geographical issue. The preschool's rolebecomes extremely important in this context, as statistics show that 84% of children living inSweden are enrolled in preschool. The purpose is to investigate how preschool teachers feel thatthey work with children's health and well-being at preschool. The study consists of six qualitativeinterviews with preschool teachers spread across two preschools. A qualitative content analysis ofthe data was conducted to find prominent categories. Preschool teachers in the study agree thathealth in preschool needs more attention. They agree that physical activity is restricted to theoutdoor environment due to large children's groups and small premises. The result emphasizes thatpreschool should be a positive and safe environment in which the children feel good.

  • 212.
    Camilla, Monlars
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Autism i skolan: Hur en skola är tillgänglig för elever med autism2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My purpose of this study is to investigate whether elementary school is available for students with the disability of autism. If the school is just as accessible for students with autistic syndrome as for students with asperger syndrome, or if the school is marked by equal treatment. I think this is important to highlight since I think it´s a deficiency in the school's accessibility for certain students, and dilemmas occurs regarding students in need of support. In order to provide a validated result according to me, I decided to conduct interviews with a few employees and ask all of them the same questions. The interviews I conducted was performed anonymously. However, all of them are from the same school, in order to achieve such a clear result as possible. The interviews have the nominated posts: principal, special education teacher, counselor, school nurse, teacher, leisure educator, recreation leader and teachers in the special needs school. My selection fell upon these persons since I wanted to interview the principal, student health team and some possible people who interacts with student health team regarding these issues.

     

    As a result, I received the answers to all the issues and got confirmation of my purpose. There is a shortage of school availability for students in need of support. The school can not with their current circumstances live up to the pursuit of a school for everybody and be able to reach all students. All the persons I interviewed are aware of that. Most of them did not believe that inclusion is a good solution for either the individual in need of support, the other students, or the teacher. Because the teacher is not able to reach all students and everybody's needs can not be met. But the individuals are welcome to be included with the availability of resources and the opportunity to personally leave the classroom if necessary. The school is available for students with autism, but not enough. Although this school is struggling with the dilemma between equality and to categorize pupils to give them special support. This dilemma is the underlying reason for why the aim for it to be a school for everybody is not met.

  • 213.
    Carlman, Peter
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    ”Det är halvidrott, kanske lite mer än halvidrott”: Idrottsskolan som en praktik för formandet av idrottsbarndomar2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of the dissertation was to investigate children’s views on and experiences of The Sport for All programme in school (SAP) (idrottsskolor) and the significance of the activities for children’s ”sports childhood”.

    The study is anchored in the so-called “new sociology of childhood”. Such a standpoint is based on that children are competent social actors with agency. Following that, childhood is constructed both by actors in specific fields and by the children in these social practices.

    The dissertation is based on three interview studies from three different SAPs. In study I fifteen individual interviews were conducted with: the programme manager, three school teachers, two sport club leaders and nine children (aged 9-10). Study II was based on repeated focus group interviews with 15 ten-year-old Swedish children participating in a SAP. In study III individual interviews were conducted with eight children, four years after they completed their participation in a SAP.

     

    In all three studies the children described the SAP as a different sport practice in relation to traditional organized sport. In the SAP sport was offered in a new context with other meanings and functions compared to conventionally organized sport. But, study II showed that children with a strong performance ethos had the capacity to influence and control the practice in the SAP, which contribute to a “competitive atmosphere” in the SAP activities. Further, study III showed that children with a weak interest in sport enjoyed the activities. However, it was not something this certain group of children wanted to continue to practice outside the program. While other participants with an already established interest in sports, experienced a deepening and widening of their sport interest through the SAP.

    In terms of agency, the children’s individual and collective views of sport are important to consider in regard to understanding the SAP practice. The children brought prior knowledge, understanding and skills into the SAP, which can contribute to the experience of the practice.   

  • 214.
    Carlman, Peter
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Idrottsföreningars arbete med nyanlända – ledares delade upplevelser2018Conference paper (Other academic)
  • 215.
    Carlman, Peter
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Karlstad University, Faculty of Social and Life Sciences, Department of Health and Environmental Sciences. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    It’s like half-sport, maybe even a bit more than half-sport: Children’s experience of a Sport for All Programme in School2017Conference paper (Refereed)
    Abstract [en]

    Introduction

    The aim of the study was to investigate children’s experiences of The Sport for All programme in school (SAP) (idrottsskolan). The purpose of the SAP is to give children an opportunity to try different sports, with a focus on play and motor learning rather than organized competition. Methods

    The study is based on repeated focus group interviews with 15 ten-year-old children (9 girls; 6 boys) participating in a SAP in the western part of Sweden. In this study we approach children as active agents in constructing the SAP practice in line with the theoretical standpoint that children are competent social actors with agency (Alanen, 2014; James & James, 2004).

    Results

    The children perceived the SAP as sessions with less emphasis on performance and without organized competitions; it was described as a “low threshold” activity. However, the children expressed that sometimes was a “competitive atmosphere” present in the practice. According to the children, this atmosphere was to a large extent created by the behaviour of participating children with a strong winning attitude. This resulted in that children who do not want to participate or could act in a more pronounced "performance-based atmosphere" perceived themselves as excluded from the activities.

    Conclusions

    The result shows how the logic in the SAP is changeable and that this is developed through children’s agency and some children have more power to influence the activities than others. The Sport for All pedagogy needs to consider and handle the consequences of competition principles, especially if the participating children and leaders have a performance ethos.

  • 216.
    Carlman, Peter
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Samverkan mellan fritidshem och idrottsföreningar2018Conference paper (Other academic)
  • 217.
    Carlman, Peter
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Augustsson, Christian
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    ”Vi kallade oss alltid SMARTISARNA”: En uppföljningsstudie av ett hälsofrämjande skolprojekt2018Report (Other academic)
    Abstract [sv]

    De flesta barn och ungdomar i Sverige är inte tillräckligt fysiskt aktiva. I Sverige idag är det få barn som når den rekommenderade mängden fysisk aktivitet på 60 minuter per dag. Forskningsgenomgångar har dokumenterat att skolbaserade interventioner har möjlighet att förbättra den fysiska statusen hos elever. Värmlands Idrottsförbund och Friskvården i Värmland beslutade 2004 att göra en satsning på ett hälsofrämjande skolprojekt – som fick namnet SMARTIS. Huvudmålet med SMARTIS var att öka barnens fysiska aktivitetsgrad i skolan och på fritiden samt att förbättra den fysiska förmågan. I föreliggande rapport studeras elevers beskrivningar av SMARTIS betydelse för deras levnadsvanor under och efter projektet. Studiens design omfattade individuella intervjuer och en gruppintervju med elever som tidigare deltagit i SMARTIS. Resultatet analyseras och diskuteras utifrån hur eleverna upplevde SMARTIS under sin tid på skolan och vilken betydelse SMARTIS har haft för det liv de lever idag. I rapporten synliggörs att för att ge alla elever möjlighet att utveckla varaktiga beteenden och vanor utanför skolan bör hälsofrämjande arbete i skolan vara relevant för eleverna och att de kan relatera de aktiviteter som genomförs till sig själva och deras vardagliga liv.

  • 218.
    Carlman, Peter
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    A sport for all programme in school: girls’ experience.2018In: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 22, no 3, p. 416-431Article in journal (Refereed)
    Abstract [en]

    This article examines a Swedish Sport for All Programme (SAP) in school. We use a case study to discuss girls’ debut in alternative sports programme organized in collaboration between school and the sports movement. The empirical data are derived from repeated focus group interviews with one group of seven 10-year-old girls participating in one SAP. The analyses focus on their subjective experiences and how broader gender structures influence these experiences. Drawing on the results of this study, we argue that certain sports can be interpreted as oppressive activities that produce asymmetric power relationships between different groups of children. Simultaneously, the girls see the idea of sports as joyful activities, without male abuse and oppression or hierarchical gender relationships. Based on the girls’ accounts, we claim that both the leaders and the children actively reproduce gender stereotypes in the SAP.

  • 219.
    Carlman, Peter
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Karlstad University, Faculty of Social and Life Sciences, Department of Health and Environmental Sciences. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Gender regime in a Sport for All programme in school2017Conference paper (Refereed)
    Abstract [en]

    Introduction

    The aim of the study was to investigate children’s experiences of The Sport for All programme in school (SAP) (idrottsskolan). The specific purpose with this paper was to investigate if boys and girls have equality accessibility to participate in the SAP. The purpose of the SAP is to give children an opportunity to try different sports, with a focus on play and motor learning rather than organized competition.

    Methods

    This article is based on repeated focus group interviews with one group of 7 ten-year-old girls participating in a SAP in the western part of Sweden. The girls had no, or limited experience, of practice organized sport on their leisure time. The girl’s lived in a low socioeconomic district with a high proportion of immigrants. In the district there is few sports clubs.

    Results

    The result shows how the boys have the power to dominate the practice and influence the girls’ experiences of the SAP. And sometimes the boys take over and control the practice in so considerable proportions that the girls find it difficult to participate in the SAP. The study shows that the boys have a better opportunity to use their agency (Alanen, 2014), partly in cooperation with the leaders, and be a part of and influence the sport activities in the SAP.

     Conclusions

    The girls in the study felt that they were disparaged and excluded cause of the boys’ behaviour. Hence, it is absolutely necessarily that organizer of the SAP pay attention to gender issues and work out guidelines and strategies so that both girls and boys feel included in the SAP:s all activities. As has been discussed before (Flintoff, 2008), and according the results in this study, it requires more than to just start up sport activities and hope that more alternatives will boost more and new participants.

  • 220.
    Carlman, Peter
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Genusrelaterade erfarenheter av Idrottsskolan: en grupp flickor berättar2017Conference paper (Refereed)
    Abstract [sv]

    Syfte

    Idrottsskolan innebär att flera idrottsföreningar samverkar med skolan, där barn på

    fritidshemstiden kontinuerligt under en termin ges möjligheten att prova på olika idrotter.

    Den ska bygga på lek och sätta barnen i centrum och inte vara grundad i organiserad

    tävlingsverksamhet. Syftet med studien är att bidra med kunskap om flickors erfarenheter av

    idrottsskolan.

    Metod

    Studien baseras på upprepade (två tillfällen) fokusgruppsintervjuer med en grupp bestående

    av sju stycken tioåriga flickor som deltog i en idrottsskola på västsvensk ort. Flickorna hade

    ingen eller begränsad erfarenhet av organiserad föreningsidrott.

    Teoretisk inramning

    Studien tar stöd den så kallade ”nya” barndomssociologin, vilket innebär att

    barnet sätts i centrum som en aktiv agent i sociala processer. Vidare omfattar studien ett

    genusperspektiv i avsikt att belysa genusrelaterade normer och erfarenheter inom

    idrottsskolans ram.

    Förväntade slutsatser

    Det preliminära resultatet visar att de intervjuade flickorna beskriver pojkarna i idrottsskolan

    på ett genusstereotypt vis och som en homogen grupp. Flickornas berättelser visar också att

    de har mött genusstereotypa uppfattningar från pojkarna om flickor. Enligt deras

    erfarenheter ges pojkarnas agens mer utrymme och de påverkar aktivt idrottsskolans

    innehåll.

  • 221.
    Carlman, Peter
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Karlstad University, Faculty of Social and Life Sciences, Department of Health and Environmental Sciences. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Vikström, Carina
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences. Värmlandsidrotten.
    Idrottsföreningarsarbete med nyanlända: ledares delade upplevelser.2017In: Nordisk idrottsvetenskaplig konferens: Idrott i spänningsfältet mellan hälsa och ohälsa / [ed] Krister Hertting and Urban Johnson, Halmstad: Halmstad university , 2017Conference paper (Refereed)
    Abstract [sv]

    Introduktion

    Detta abstract bygger på preliminära resultat från ett forskningsprojekt med syfte att studera hur idrottsrörelsens arbete med inkludering av nyanlända ungdomar realiseras i idrottsföreningars verksamhet. Mot bakgrund av den stora migrationen de senaste åren har idrotten setts som en viktig arena för att etablera individer med migrationsbakgrund i samhället. Synen på idrottens betydelse är inte minst tydligt då regeringen ger Riksidrottsförbundet (RF) 64 miljoner kronor per år under åren 2015-2018 för att arbeta med nyanlända. RF skriver själva: ”Regeringen ser den kraft som idrotten är och har anslagit medel för idrottsrörelsens etablering av nyanlända.” (RF, 2017).

    Syfte & teoretisk ram

    Syftet med den del av studien som presenteras i föreliggande abstract är att undersöka idrottledares delade upplevelser av att arbeta med inkludering för att få en ökad förståelse för under vilka villkor nyanlända har möjlighet att idrotta. I projektet utgör barndomssociologi (James & James, 2004) och Sayads migrationssociologi (Sayad & Bourdieu, 2004) teoretisk referensram.

    Metod

    I projektet används en fallstudiedesign (Yin, 2007; Merriam, 1994), där distriktsförbundet Värmlandsidrotten utgör ett fall. Resultatet som redovisas här bygger på fyra fokusgruppsintervjuer med totalt 21 idrottsledare (6 kvinnor och 15 män). Majoriteten av ledarna (19 stycken) hade inte migrationsbakgrund. Ledarna representerar en stor variation av idrotter och former av föreningar från olika geografiska platser i Värmland. Ledarna valdes ut mot bakgrund av att de har arbetat med inkludering av nyanlända i sin förening och att de har fått extra ekonomiskt stöd från Värmlandsidrotten för sitt arbete.

    Resultat

    Ett genomgående tema som framträdde i resultatet var att nyanländas idrottskompetens upplevdes som det främsta hindret för deras möjligheter att idrotta i föreningarna.  Idrottsledarna diskuterade att de nyanlända är på en annan ”nivå”, en lägre nivå, som gör det svårt att inkludera dem i föreningens ordinarie verksamhet. Det handlade då inte enbart om att de inte har deltagit i den specifika idrotten tidigare utan också om att de inte har utövat idrotten ”på riktigt”, på det sätt som idrotten utövas och organiseras i Sverige. Det nämndes bland annat att de mest har ”lekt” idrott och inte har kunskap om exempelvis regler och taktik. Därför var mycket av den verksamhet som föreningarna organiserade olika former av temporära ”prova på” verksamheter som skulle fungera som en sluss in i den ordinarie idrottsverksamheten. Analysen visade att problematiken att inkludera nyanlända i den ordinarie verksamheten hade bidragit till att utmana ledarnas föreställningar om vad svensk idrott är och vilka hinder verksamheten har för nyanlända och även andra grupper av unga med begränsad erfarenhet av traditionell föreningsidrott.  Vidare bidrog det till en ökad diskussion i föreningarna om vad ”ordinarie” verksamhet är och vad för strukturer ”vi vill ha”. Eller som en ledare sa i intervjuerna ”ska vi knuffa dem över trösklarna eller ska vi sänka trösklarna”.

    Diskussion och slutsatser

    Resultatet indikerar att migrationen till Sverige kan påverka ledare och föreningar att reflektera och omvärdera förutsättningarna för tillgängligheten till sin egen verksamhet och då inte enbart för nyanlända utan för barn och unga generellt. Föreningarnas arbete med nyanlända har uppmärksammat ett behov av en ny organisering av deras idrott för att sänka trösklarna och öka tillgängligheten till föreningens verksamhet. Det gäller dock att ta hänsyn till att föreningarna i studien aktivt har sökt medel för sitt arbete och också fått medel beviljade i dialog med Värmlandsidrotten. Ledarna i studien kan därmed ha en högre medevetenhet än andra ledare från andra föreningar om idrottsrörelsens arbete Strategi 2025 (RF, 2017) om att sänka synliga och osynliga trösklar. 

  • 222.
    Carlman, Peter
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Vikström, Carina
    Karlstad University.
    Inkludering av unga med flyktingbakgrund i värmländsk idrott2018Report (Other academic)
    Abstract [sv]

    Mot bakgrund av den ökade invandringen till Sverige under 2015 beslutade regeringen samma år att stötta Riksidrottsförbundet (RF) med extra medel på 64 miljoner kronor per år mellan 2015 - 2018. Syftet var att ge möjligheter till att skapa fysiska aktiviteter och arbeta med grundläggande introducering av nyanlända flickor och pojkar i det svenska föreningslivet. I föreliggande studie presenteras resultat om hur idrottens inkluderingsarbete genomförts i värmländska idrottsföreningar. Resultatet analyseras och diskuteras utifrån ledarnas idéer och övertygelser om inkluderingsarbete samt vilka möjligheter unga med flyktingbakgrund har att börja och fortsätta idrotta i svensk föreningsidrott. Rapportens syfte är att öka kunskapen om och fördjupa förståelsen för idrottens arbete med inkludering av unga med flyktingbakgrund. Utmaningen i framtida arbete med inkludering är att idrottens aktörer diskuterar och ser över organiseringen av idrotten och vad som är ”ordinarie” verksamhet.

  • 223.
    Carlson, Elina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Musikundervisning i förskolan: En studie om musikundervisning i Montessori- och Reggio Emilia inspirerade förskolor2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to contribute with knowledge about how Montessori preschool teachers and Reggio Emilia inspired preschool teachers understand and work with music education, as well as to contribute knowledge about the space and importance of music within the different educational directions. By comparing these and discovering similarities and differences, I want to highlight different pedagogical approaches and get a variation in views regarding perceptions and methods in music education.

    The data collection method used in the study is semi-structured qualitative interviews. The interviews were implemented with three Montessori preschool teachers and three Reggio Emilia-inspired preschool teachers. The analysis work has followed a Phenomenographic analysis model.

    The result shows the Montessori preschool teachers' perceptions of music education, furthermore the Reggio Emilia inspired teachers' perceptions of music education, and finally, differences and similarities between the two pedagogical approaches music education.

    The most important conclusions of this study are that the Montessori preschool teachers perceive music education as an equally important part as all other subjects in preschool. They have easily accessible music material and the music education is spontaneous. The Reggio Emilia inspired preschool teachers perceive music education as language development. Their music education focuses on a sense of security and recognition. Finally, a common development area is seen: competence development.

  • 224.
    Carlsson, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Pedagogers arbete gällande barns kunnande och förståelse för djur baserat på Reggio Emilias filosofi: En kvalitativ studie om pedagogers arbete med djur i en Reggio Emilia-inspirerad förskola2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study examine how pedagogues work to develop children's knowledge and understanding of animals based on the Reggio Emilia philosophy. To answer the questions at hand interviews with six pedagogues were held. This studies result showed that the most common approach of teaching was to use the forest. The pedagogues found it important to follow the children’s own interests and let their curiosity lead their work forward. They looked into what different animals needed to survive. The pedagouges linked many of the curriculum's different goals into the childrens work with animals. The pedagogues perceived this work as giving it a broad and clear picture of the animal that gave the children knowledge and understanding of the animals. The study's conclusion shows that the pedagogues consider that the work becomes more meaningful and rewarding for the children if they show curiosity and interest.

  • 225.
    Carlsson, Emelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pedagogiskt arbete med växtarter i förskolan: En observationsstudie med intervjuer2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 226.
    Carlsson, Erika
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Människokroppen i förskolan: Hur pedagoger i förskolan arbetar med människokroppen2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 227.
    Carlsson, Frida
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Hur kan man främja motorisk träning inomhus på förskolan?: En mikro-etnografisk studie om vikten av motorik och rörelse i förskolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    When children are physically active, many other areas will also be promoted. That inclcludes concentration, learning ability, reading and writing skills, self-esteem and confidence. The material is therefore produced to resemble stumps, which promotes motor learning and movements indoors. This is because the children often does not get as much motion indoors as outdoors. The stumps is a part of a track that will stimulate the motor skills for children at the age 1-3 years. The track would train the children's balance and coordination. The study used micro-ethnographic open observations and even unstructured interviews. The children did not use only the stumps as balance path, but also for example as drums, a result that not was expected when the study began. The study is based on Vygotsky's theories and with them as a starting point you can clearly see how all learning is social, and that language is an important part of the interaction between the children.

  • 228.
    Carlsson, Malin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Miljö och hållbar utveckling i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    As a future preschool teacher I see myself as a part of creating the future of society. I think the environment and sustainable development is a part that feels important that children have with them in life. The purpose of the study was to examine whether and how preschool teachers work with environmental and sustainable development activities in various preschools and how children are involved in this work. The methodology for the study has been semi-structured interviews with active preschool teachers in three different preschools.

    The results of the survey show that preschools are working more or less actively with the environment and sustainable development in the business and that the children are involved in most of the work. However, it appears that other areas usually are given priority instead of working with environment and sustainable development, and that the work needs to be made more tangible for the children. All teachers in the study stated that the work with environment and sustainable development can be further expanded and must be clearly linked to the preschool curriculum for maintaining quest objectives.

  • 229.
    Carlsson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Meningsskapande bildaktiviteter i förskolan: Att väcka förskolebarnens inneboende skaparglädje2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 230.
    Carlsson Outila, Madeleine
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    En bild av döden: En innehållsanalys av hur barns sorg speglas i biderböcker2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    How is death presented in picture books? Does it matter how the characters in picture books react to grief and death? This study analyses four picture books with the intention of establishing which norms and core values are consistently reflected. The aim is to determine whether the reactions of characters to grief and death in illustrated literature are consistent with previous research findings in this field about Children’s reactions to sorrow and death. Illustrated literature is a fundamental feature of early year’s development at preschool. It plays a critical role in assisting children with visualization of “normal” reactions and emotions triggered by everyday life. Carefully selected illustrated literature can therefore be used to explain difficult situations such as death and grief processing. Children are able to identify with the characters presented and take guidance and influence from the illustrated reactions presented to Grief.

    The theoretical basis of the essay is John Bowlbys attachment theory on Children’s reactions to the loss of a connected person and its inherent normcritical perspective on gender. The method used is a targeted qualitative content analysis based on pre-defined themes and categories.

    The results show that the Children’s reactions to sorrow and death are indeed consistent with those recorded and presented previously when examining common reactions in children to mourning. The study also shows a deviation in the literature in question from social stereotypes on male and female behavior. Breaking these norms may mean that the behaviors presented in the books will eventually be normalized by the children.

  • 231.
    Carlsson, Sara
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pedagogers arbete för att möjliggöra delaktighet för barn i behov av särskilt stöd2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study is to bring more knowledge regarding children in need of special support and how preschool teachers work with the participation of children in need of special support. I interviewed a number of educationalists from different preschools and I have chosen a form of questions with open answers. They all believe that it is very important for all children to have the opportunity to participate by their own abilities. Children with special needs get extra support, for example help to understand the child’s own language, words or special signs.  It could also be to help the child to be included in the play and other common activities and to understand the playing rules. This can be done by alternative communication. There are different kinds of communication. Often used is TAKK, a method of using signs as supplemental communication. The interviewee’s describe different form of work processes. Some of them had resources in the children groups, while others had resources connected to a specific child. They all agreed that variation of resource persons is good for both the children and the educators. A better way of work would be a team where they could cover for each other. It is not just psychology tough but also physical. To make it easier for participation in the group they often have the children in small groups. This is to get a good contact with the group and with the specific child. It is also to create possibilities for children without disabilities to get their own positive experience from play and activities with children with special needs. They all agree that play is a difficult situation for participation where the flexibility and ability to take initiative of the child is very important. As a challenge, they all lifted time for reflection, time to get more knowledge and time just to be. 

  • 232.
    Carlén, Ida
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Barnlitteratur i arbete med utsatta barn: En beskrivning av några yrkespersoners upplevelse av arbete med barnlitteratur kring utsatta barn2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to describe how children’s literature is included in working with vulnerable children. Six persons in different professions have been interviewed to research this. Three of them are preschool teachers and three of them work in places where they meet vulnerable children. The interviews have been thematically analyzed to answer how they work with children’s literature, which the themes in the books are and why the books are used. The result shows that themes as secrets and rights are included in work both in preschool and in places where they meet vulnerable children. Though it also shows that there are more themes included where they meet vulnerable children, such as violence, feelings and integrity. The ways in which the children’s literature is used includes reading, digital reading, dramatizing, dialogue and drawing in preschool. These ways to include children’s literature is also used where they meet vulnerable children, although not all of them. This study is about a subject that has touched many people and will need to be researched further in the future.

  • 233.
    Caroline, Gillek
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Måste det vara så krångligt?": Att arbeta med teknik i förskolan2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to explore how preschool teachers succeed in their mission to conduct work that will enhance children's interest and knowledge in technology. The study was conducted by qualitative semi-structured interviews among eight teachers at seven preschools in the same municipality. The method was chosen because I wanted to get as detailed and full answers as possible. I also wanted to find out their individual perceptions. The result shows that most of the teachers think that they have insufficient knowledge to practically work with technology. At the same time they’re expressing that technology is a broad area that sometimes is a little more complicated than it needs to be. Many times it’s about if you’ve an exploratory approach, seeking answers together with the children on how simple technical things are working and introducing technology as an exciting area. To start from the children’s interest in more planned activities as theme work or from more spontaneous activities such as experiments or building and construction are some simple examples of how teachers can make the technology visible for the kids and make them curious. Education and the teachers' attitude to the field is what can make a difference.

  • 234.
    Caroline, Persson
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Perspektiv på barn och barns inflytande: - Några pedagogers berättelser om sitt arbete med barn i en förskola i Indien2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim with this study is to study how young children’s influence expresses itself in some educators’ stories about their work with children. The study also looks at the relations between pedagogues’ approaches to children and aims at identifying the educator’s perspectives of children. To get to know more about this I have interviewed five pedagogues who work with children in the ages of 3-6 years in different fields at a preschool area in India.The result shows that childrens’ influence and participation for the educators involves children selecting activities. A consequence of this is that the teacher is the one who decides when and what kind of influence the child can practice. Furthermore the teachers express different views on the child which sometimes are contradictory but still coexist. A conclusion of the study is that the images of children that the pedagogues are expressing have to be looked upon in relation to the context of the activity. The context of the activity becomes therefore also central for how the children’s influence expresses itself.  

  • 235.
    Cato, Kristina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Skolledares betydelse för lärares arbete: Skolledares ansvar för att utbildningen vilar på vetenskaplig grund och beprövad erfarenhet2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract The purpose of this study is to investigate teachers’ perception of school-leaders/principals assignment and their importance for teachers work. The study investigates the extent to which school-leaders are responsible for grounding education on scientific principles and proven experience. The study is quantitative and is performed by a web–questionnaire and focuses on teachers in elementary school from preschool to ninth grade. The result of the study shows that schoolleaders assignment can be divided into external factors that are related to school regulations and policy documents and internal factors that are related to the schools internal development. School- leaders/principals are important for teachers work both on individual, group and organizational levels. The result also shows that teachers put big responsibility on their schoolleaders/principals demanding that education is based on scientific principles and proven experience. The result of the study can be said to contribute with knowledge about teachers expectations on their school-leaders/principals role as administrative and educational leaders and discover changes in school-leaders leadership.

  • 236.
    Cederin, Hanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Ett interprofessionellt samverkansforum mellan kommun och landsting: Samverkan kring barn och ungdomar med neuropsykiatrisk diagnos eller liknande beteende och deras familjer2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The municipality where I have done my study has tried to reduce the number of children and adolescence under social service and care.  Because of that many of the children and adolescence that are under social service and care has a combination of neuropsychiatric diagnosis and intellectual disability or only a neuropsychiatric diagnosis. They establish an interprofessional collaboration between Child and Adolescent Psychiatry, Rehabilitation, Education, Social services practical unit, Social services authority unit and Social services LSS unit.

    The purpose of this study was to examine what information the delegates in the Collaborative Unit had received about the collaboration. This was done through semi-structured interviews with the delegates in the collaboration. The questions used were about how the delegates experience the Collaborative Unit, how they perceive their role in the collaboration and if there is anything they would like to change and if so what?

    The delegates in the Collaborative Unit experience that the interprofessional collaboration is a good idea, but some factors are assumed to be able to improve. I discovered two areas whit large deficiency; information and documentation. The delegates’ experiences are that the collaboration is the foundation for helping these children, adolescence and their families.

  • 237.
    Claesson, Matilda
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Alla kan vara med!": Strategier och arbetssätt kring deltagandet i samlingen för barn med andra modersmål än svenska2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine what kinds of strategies educators use to ease the participation in group activities for children with other native languages than Swedish. The study is based on web surveys that were sent out to educators all around middle Sweden. The results show that the size of the childrens's group has a significant impact on the children's participation and communication. In smaller groups, children get more space to talk and the educators hav the time to meet each child based on their need and interest. The purpose with the group activities turns out to be different depending on whether or not the activity is performed in one big group, or in smaller groups. In smaller groups the purpose of the activity is considered to be language development, while in one big group, the purpose isto create community. Tools that educators use to illustrate and help the participation for children with other native languages than Swedish are for instnce pictures/photographs, objects, TAKK (signs for alternative additional communication) and body language. Language support in terms of native language teacher and multilingual educators also appears to be something educators make use of to encourage the participation in groups for children with other native languages than Swedish. The educators consider mixed language groups a huge asset, but many lack cooperation with the native language teacher and/ or multilingual educators.

  • 238.
    Cronholt, Karin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Inkludering i praktiken: Intervjustudie med specialpedagoger2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim is to examine the perspectives of special needs education that can be identified in upper secondary schools' efforts to provide special educational support. The material has been collected by means of qualitative research interviews; the selection consisted of five special education teachers. The qualitative research interview creates an opportunity to understand the people interviewed in the context of their situation. It also provides meaning and an opportunity to see a pattern based on the interviewees' experiences.

    The results resemble what Nilholm describes as the dilemma perspective, which can be explained as the need to be aware of the built-in conflict between giving individual support and letting a group develop together and get collective knowledge. When specific support is to be designed one must rely on individual interpretations of the many professional groups involved, which may explain why it is the dilemma perspective that dominates. The Education Act and the Municipal guidelines must also be taken into account which may contribute to the existence of variations within the strategies of special needs education design.

    The conclusion is that special needs education teachers primarily use methods which are influenced by a critical perspective. There are procedures that are not inclusive which means that working methods can be identified with the compensatory perspective and dilemma perspective.

  • 239.
    Dahlberg, Annetthe
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Ett lärande sammanhang: En studie om elevers upplevelse av begriplighet, hanterbarhet och meningsfullhet av sitt lärande2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning

    Studien utgår från Aron Antonovskys teori om känsla av sammanhang (KASAM) och hur detta relaterar till elevers känsla av sammanhang i sitt lärande utifrån begriplighet, hanterbarhet och meningsfullhet.

    Syftet med studien var att undersöka i vilken utsträckning elever upplever att det salutogena synsättet/förhållningssättet genomsyrar lärandet inom vuxenutbildningen. Syftet preciserade med följande frågeställningar: I vilken grad upplever eleverna sitt lärande som begripligt? I vilken grad upplever eleverna sitt lärande som hanterbart? I vilken grad upplever eleverna sitt lärande som meningsfullt? Är det salutogena synsättet mer vedertaget i någon specifik elevgrupp? Finns det samband mellan elevers upplevelse av begriplighet, hanterbarhet och meningsfullhet? Förekommer det någon könsskillnad i elevernas upplevelse av begriplighet, hanterbarhet och meningsfullhet? 

    Enkätundersökningen genomfördes i fem olika klasser på olika nivåer där urvalet bestod av 140 elever inom vård- och omsorgsutbildning. Enkäten bestod av påståenden utifrån begriplighet, hanterbarhet och meningsfullhet. De statistiska analyser som användes var ANOVA, multivariat variationsanalys (MANOVA) samt faktoranalys. 

    Resultatet visade att det fanns en skillnad mellan de olika klasserna Bas (termin 1), Djup (termin 2), Profil (termin 3), Lärling och VOS (en klass med elever med svenska som andraspråk) upplevelse av begriplighet, hanterbarhet och meningsfullhet i lärandet. Det som kan ses är att klassen VOS utmärker sig på flera variabler med att instämma i högre grad än övriga klasser. När det gäller könsskillnad i elevernas uppfattning av begriplighet, hanterbarhet och meningsfullhet visar det en statistisk signifikant skillnad mellan män och kvinnor. Det område som det framför allt framkommer är inom hanterbarheten. Kvinnor upplever i högre grad att de har lagom med skriftliga inlämningar än män. Dessutom tycker kvinnor i högre grad att de har lagom med muntliga redovisningar. Resultatet visade, genom faktoranalys, att det utkristalliserades nio indexgrupper utifrån påståendena begriplighet, hanterbarhet och meningsfullhet.  De grupper som framträdde var: sociala relationer, delaktighet och ork, pedagogiska resurser, kontinuerlig återkoppling, praktik, arbetsformer och stöd, motivation, inre resurser samt framtidsmål. 

    Nyckelord: Känsla av sammanhang (KASAM), hälsa, salutogent förhållningssätt, vuxenelever

  • 240.
    Dahlberg, Karin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Lisa och Olle tjänar 135 kronor var. Hur mycket har de tillsammans?": Bilder och matematik i samspel för problemlösning i årskurs tre.2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 241.
    Dahlberg, Åsa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Särskilt stöd i en gymnasieskola - luddigt, varierat eller obefintligt?: En studie av två rektorers och fyra svensklärares uppfattningar om särskilt stöd gällande läs- och skrivsvårigheter2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det övergripande syftet med studien är att beskriva vilka uppfattningar olika aktörer – rektorer och lärare i ämnet svenska har angående begreppet och processen runt särskilt stöd till elever med läs- och skrivsvårigheter i en svensk gymnasieskola. Mer specifika frågeställningar i studien är hur de olika aktörerna uppfattar processen att arbeta med det särskilda stödet samt uppfattningar om eleven i behov av särskilt stöd.

    I studien har kvalitativa intervjuer genom två fokusgrupper genomförts. I den ena fokusgruppen har två rektorer intervjuats och i den andra fyra svensklärare.

    Resultaten har analyserats med en hermeneutisk ansats och tolkats genom ett sociokulturellt perspektiv. Resultaten visar att det finns både likheter och skillnader i uppfattningar om vad begreppet särskilt stöd innebär. Gemensamma uppfattningar är att det särskilda stödet ska vara varierat och anpassat efter elevens behov samt att det ska ges av någon som har kompetens. Lärarna i studien uppfattar det särskilda stödet på skolan vara mindre varierat än vad rektorerna gör. Uppfattningarna om eleven i behov av särskilt stöd präglas av ett kategoriskt och kompensatoriskt perspektiv.

  • 242.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Norway.
    The purpose of education: A "post-liberal" perspective2012In: Contemporary Debates in Childhood Education and Development / [ed] Sebastian Suggate, Elaine Reese, Taylor & Francis, 2012, 1, p. 3-12Chapter in book (Other academic)
  • 243.
    Dahlin, Jenny
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Lärares syn på matematikundervisning och elevers svårigheter i ämnet: En undersökning bland grundskollärare i en mindre svensk kommun2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to obtain teachers' views on students' difficulties in mathematics and what changes they think needs to be made to achieve higher goals. The aim was also to get an idea of to which extend educators who teach mathematics makes use of laboratory material, alternative teaching methods, digital tools, and the degree to which teachers get access to current research on mathematics.

    The study is partly based on a hypothesis that educators perceive problem solving section as particularly difficult in mathematics and that teachers in less extend use learning materials and alternative work when they teach mathematics.

    The study is based on the phenomenological perspective and the questionnaire survey was conducted among a municipality's mathematics teachers in compulsory school with a total sample of 62 individuals. The response frequency in the survey was 58.

    My results show that according to educators it is the problem solving part of mathematics which is the most difficulty for pupils. In addition, the survey shows that teachers to lesser extent use alternative teaching methods, learning materials and digital tools in their teaching where course books are very dominant. This differs, however, between grades and to some extent between the number of years teachers having taught the subject. The result shows that teachers believe that difficulties in reading and writing are the main reason for students' difficulties in mathematics and they recognize the need for more laboratory work in their teaching and further education to deal with students' difficulties. In terms of access to research in mathematics results show that teachers in grades 7-9 take part in research to a greater extent than teachers who teach in grades 1-3.

    The conclusion of my study is that the municipality needs to focus on strengthening teachers' knowledge in the field problem solving and develop its work on how to work with reading comprehension in mathematics. Finally the school board needs to work actively to make teachers take greater share of new research and development work in mathematics.

  • 244.
    Dahlkild, Martina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. karlstadsuniversitet.
    Metoden Tecken som Alternativ ochKompletterande Kommunikation iförskolan: En studie om förskollärares erfarenheter av att använda TAKK i samlingar somstöd till barns semantiska språkutveckling.2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to show how preschool teachers relate to the use of AAC in gathering situation. Qualitative interviews have been used on four preschool teachers, two who work with younger children and two who work with older children to see if ACC uses different depending on the children's ages.The conclusion is at the use of AAC differs in many aspects, not only between the work with AAC in younger and older children departments but also among the preschool teachers experience. Similar thoughts and experiences emerged during the interviews with the respondents. They all have in common that all four have positive opinion about the use of ACC and they think it’s an interesting and challenging approach. AAC is considered by respondents to be a good way to stimulate communication among all children in their departments, not just the children who have language impairment. The respondents differentiate in their experience of AAC and in the amount of times which AAC is used in the gatherings.

  • 245.
    Damberg, Therése
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Högläsningens funktion: En studie om hur förskollärare arbetar med högläsning i förskolans verksamhet.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The studie was written with the purpose to increase the knowledge of what the function of reading aloud is within the pre-school. This has been investigated through an qualitative comparative analysis with semi structured interviews with four pre-school teathers and analysis was made with a sociocultural theory. The study results are reported in thematic departments; relaxations reading, reading aloud as developing knowledges, reading aloud as a performative art form and reading aloud as introduction to play. The survey shows that reading aloud are used daily by pre-school teachers for several purposes. In general it is used to create a moment of closeness with the children to encourage the language of the individual child or as an introduction to play. 

  • 246.
    Danersund, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Organisering av det specialpedagogiska stödet: ett speciallärarperspektiv2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

     

    The purpose of this study is to describe the organization of special education support and to determine how differences in the organization affect how the special education teachers experience their work.

     

    The research method used was qualitative interviews with five special education teachers interviewed from five different Swedish districts. The underlying theoretical approach was organization theory. Results have been interpreted using instrumental-, cultural- and myth perspective.

     

    The results show that special education support is organized in many different ways and that the special education teachers feel a certain ambiguity in their assignments. For some of the special education teachers their time is mostly take up with improvement and preemptive work whereas others mainly focus on traditional special education. The results also show that the number of pupils per special education teacher differs remarkably.

     

    The school management had little significance in how the organization of the support was formed, that responsibility was often delegated to the special education teachers. The vital factors deciding how the support was formed were the school culture, traditions and the expectations of the colleagues. The study also shows that the special education teachers who work in a team are more satisfied than those who work alone. 

     

  • 247.
    Danielsson, Julia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Det var en gång en normal familj...: En normkritiskt komparativ studie av familjekonstellationer i bilderböcker.2018Independent thesis Basic level (professional degree), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to explore the different family constellations that exists in a selection of children’s picture books published between the years of 1989 and 2015. The representations of these family constellations have been compared by critically investigating norms that applies to families and they have been analyzed by these norms and the statistics that existed in society at the beginning of the 21th century.

    The result shows that all of the four chosen picture-books goes against the norm on some point, but that the newest of the four books is the one that most resembles the picture of a nuclear family.

  • 248.
    Dannberg, Agneta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Vi vet vad vi ska göra för att stötta våra elever: En intervjustudie med lärare på en grundskola i Nya Zeeland.2014Independent thesis Advanced level (professional degree), 60 credits / 90 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to find out  how teachers describe their implementation of special education in a primary school in New Zealand.

     

    The method used is interviews, using semi-structured questions and follow-up questions. Six teachers have been interviewed individually. Additionally, two Special Education Need teachers of the school, who are also Head teachers, and their Headmaster were interviewed.

    The teachers describe how they, using the Kiwi Method, adapt the level of the task for the students to keep them in the Zone of Proximal Development. The students are encouraged to cooperate. There are uncomplicated aids in the classroom to support the students in their quest for reading and writing strategies. The teacher supports the students by modelling. The school screen all six-year-olds, using what is called The Six Years Net, to find out where the pupils are in their reading and writing development. Pupils who do not reach the exepted level are offered support intervention.

    The program used in New Zealand is called Reading Recovery, and is designed by Marie M. Clay. The method of the program is that a specially trained teacher teach one pupil at the time, using a strict modus operandi. This school does no longer use the Reading Recovery method in the traditional way. The teachers´ explanation for this is that they believe that students learn in interaction with each other. Therefor they do not work one to one with an adult, but rather in a small group, consisting of several pupils where they can learn together.

    The teachers interviewed experience that they use special educational measures in the classroom as well as there being a clear special needs program for the students requiring more intervention. Through eight students welfare conferences a year, teachers, special needs teachers and school leaders design individual plans for the students that require more support than can be given in the classroom. The teachers cooperate and the measures are adapted to the individual needs of each pupil.

  • 249.
    Davidsson, Lina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pedagogiskt drama i förskolan: En kvalitativ studie om hur pedagogiskt drama kan användas för att främja barns utveckling, lärande och empatiska förmågor2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My interest in how educational drama is used in preschool to promote children's development and learning has brought the study content. My purpose with this study is to examine how teachers use educational drama in preschool as a meaningful tool. I also want to know how educational drama can promote children's development and learning and empathic abilities and to examine how teachers in preschool can use educational drama as a pleasurable learning.

     

    My study is based on qualitative interviews with three active preschool teachers who work in the same department. The three interviewed teachers all agree that educational drama is an enjoyable learning for children and educators. It contributes to a shared learning where the joy is in focus. The study showed that educational drama is a good tool to promote children's development and learning and empathic abilities.

     

    I started from a sociocultural perspective with focus on when learning occurs in interaction. My study shows that educational drama contributes to social interaction and joint learning for the participants.

  • 250.
    Davis, Louise
    et al.
    Umeå University.
    Stenling, Andreas
    Umeå University; University of Gothenburg; niversity of Otago, Dunedin, New Zealand.
    Gustafsson, Henrik
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Norwegian School of Sport Sciences, Norway.
    Appleby, Ralph
    Department of Sport, Exercise, and Rehabilitation, Northumbria University, Newcastle upon Tyne, UK.
    Davis, Paul
    Umeå University.
    Reducing the risk of athlete burnout: Psychosocial, sociocultural, and individual considerations for coaches2019In: International journal of sports science & coaching, ISSN 1747-9541, E-ISSN 2048-397X, Vol. 14, no 4, p. 444-452Article in journal (Refereed)
    Abstract [en]

    Past research suggests that athletes’ relationships with their coach can act as a risk factor in the development of burnout. Coaching practice may be enhanced through understanding the multidimensional factors that can augment the associations between coach–athlete relationship quality and athlete burnout. The present study explored both individual difference characteristics (gender, age, and sport level) and sociocultural factors (sport type) as moderators of this relationship. Our findings show statistically significant interaction effects for gender and age. Coaches and practitioners working with younger athletes and male performers in particular, are advised to work with strategies aiming to build relationships and reduce the risk of burnout.

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