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  • 251.
    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.

  • 252.
    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.

  • 253.
    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.

  • 254.
    Cooper, Ami
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Skolan som demokratiprojekt: En poststrukturell diskursanalys av demokratiuppdrag och lärarsubjekt2019Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Based on a poststructural discourse-theoretical perspective, the aim of this thesis is to critically examine the construction of the Swedish compulsory school’s democratic education and its consequences for the teacher subject, in educational policy texts. Set against the backdrop of what is commonly referred to as a crisis of democracy, the study takes its point of departure in changes in educational politics in recent decades and the new national curriculum for the compulsory school in 2011.

    The thesis uses the poststructural discourse-theory of the political philosophers Ernesto Laclau and Chantal Mouffe as its theoretical and methodological framework. Their main objective has been to revive socialist politics by suggesting a radical, plural democracy as an alternative for a new left.

    A number of national policy texts were chosen for the analysis. The selection covers official reports and government bills on the Education Act and on the Teacher Education Reform Act, the Education Act, the National Curriculum and a selection of documents from the Swedish National Agency for Education, ranging from 2008 to 2018.

    The main results show that democratic education rests on a notion of the democratic society which creates relations between a democratic universalism based on individual rights and an unspoken national homogeneity. Democratic education is constructed as a broad and complex task aiming at the fostering of democratic competence, assuring equivalent education and counteracting abusive behaviour. The impact of neoliberal policy and new public management philosophy is evident in the empirical material analysed.

    The study concludes that democratic education is constructed as part of a management perspective where democracy becomes the means of achieving a goal – the governed subject – which relates to pupils and teachers alike. In addition, the focus on consensus and rational thinking as well as the tendency to locate conflict resolution in the legal sphere contribute to the notion of a school free from abuse.

  • 255.
    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.

  • 256.
    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

  • 257.
    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
  • 258.
    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.

  • 259.
    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)
  • 260.
    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.

  • 261.
    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.

  • 262.
    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. 

  • 263.
    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. 

     

  • 264.
    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.

  • 265.
    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.

  • 266.
    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.

  • 267.
    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.

  • 268.
    Demitz-Helin, Lotta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Ordinlärning i svenska för invandrare: Några sfi-elevers upplevelser av ett förändrat arbetssätt2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine reactions on the implementation of a method for word learning among participants in a group of pre-literate students within a beginners’ course of Swedish for immigrants. The learning method uses individual wordlists, based on personal experiences. Data were collected through lesson observations of the group as a whole and interviews with six of the students, and analysed from a pragmatic point of view, with its emphasis on life experience and social interaction as important factors for successful learning. The study focuses primarily on conceptions of activity, participation and motivation. The result shows that the students experienced differences regarding all these factors, compared to their earlier experiences of word learning. Motivation was the most positively influenced factor. When it comes to activity, more time than before was spent on homework. The study also shows that the possibility to exert an influence on the learning process through participation entails a certain amount of doubtfulness as well as increased motivation.

  • 269.
    Desierto, Kristy
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns lekstrategier i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The main purpose of this study is to learn more about what strategies children use during their play at preschool.

    Using observation as a method, I tried to answer the following questions: "What are the  common strategies that children use to join in a play?" and "What happens when children are being refused to join in a play?" It is very clear that children do not give up trying when they are being denied access to play, instead they try other access strategies that works for them to be included in a play.

    When children gather together at preschool, they form different peer cultures where belongingness in a group is a basic need. Most of the children want to share their play space with others while some are willing to defend it against other children.

     

  • 270.
    Dindar, Katja
    et al.
    University of Eastern Finland.
    Lindblom, Anne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). University of Eastern Finland.
    Kärnä, Eija
    University of Eastern Finland.
    The construction of communicative (in)competence in autism:: a focus on methodological decisions2017In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 32, no 6, p. 868-891Article in journal (Refereed)
    Abstract [en]

    Research on people diagnosed with autism spectrum disorder (henceforth autism) is often based upon biomedical understanding. Such understanding tends to view the characteristics related to autism diagnosis, such as the lack of or atypical use of speech, as a sign of incompetence that can be reduced as an underlying pathology of an individual. However, little research has explicitly investigated how methodological decisions in research might influence the perception of these characteristics. This paper draws on two separate research cases involving minimally verbal children with autism to examine how methodological decisions in research design, data collection, data analysis, and data interpretation influence the construction of communicative (in)competence in these children. The paper encourages researchers to carefully consider and reflect on the methodological decisions they make throughout the research process.

  • 271.
    Dorotea, Bjuhr
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Fysik och Teknik i förskolan: Barnens diskussion om fysikaliska och tekniska fenomen2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to examine how the children in preschool discuss their knowledge in the subjects physics and technology, and whether they use physical and technical phenomena when they try to solve a construction problem. The study was conducted at a preschool in an industrial community in Sweden, where fourteen children aged 3 to 6 participated. Method of the study was a small-scale qualitative ethnographic study where the material has been collected by making field notes and recording children's discussions. The literature part of the study presents previous research as well as what the previous research showed about the subject. A socio-cultural perspective is used as the base for the study. The results of the study show that children's knowledge and experiences of physical and technological phenomena emerges through discussions. The study's conclusion is that children have knowledge and experience about the physical and technological phenomena that they use to understand their world and to find solutions to similar problems.

  • 272.
    Drugge, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Förbrukningsmaterial i det pedagogiska arbetet inom förskolan: om hur förskollärare kopplar materialanvändning till miljöfrågor2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper was to study if, and in what way, usage of consumables is part of preschool teachers' pedagogical work with the children concerning environmental issues. The study was done through qualitative interviews with six certified preschool teachers from five different preschools, all located in a mid-sized town in Sweden. Results from the study show that there are existing routines concerning the childrens' usage of consumables, and that the preschools environmental work could be connected to them. There were routines before, during and after the creating process. The most common consumables at the preschool was paper and pearls. In order to save resources and the environment, the preschool teachers had guidelines on how to use these consumables. Areas of use for the consumables could vary depending on age, development and level of challenge with the specific child. The preschool teachers in the study assured that they tried to accomodate needs and interests with each individual child and thereby finding areas for development and challenge. The teachers saw the work with resources from both an environmental and a pedagogical view and considered them both an integral part in the work for the childrens development and learning. How the staff viewed environmental issues in relation to consumables was also an important indication as to how environmental issues where reflected as a whole in the school. Also, the teachers considered the work with environmental issues as something that sometimes happens subconsciously since it is such an obvious part of the job.

  • 273.
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Artefakter i barns litteracitetspraktiker2013In: KAPET, ISSN 1653-4743, Vol. 9, no 1, p. 72-86Article in journal (Other academic)
  • 274.
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Med andra ord: Samspel och villkor för litteracitet bland nyanlända barn2017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This doctoral thesis centres on six children, aged four to nine, who relatively recently immigrated to Sweden. The children’s encounters with literacy are in focus. These children are not only new arrivals to Sweden, they also have in common that Swedish is their second language and that their parents have had little or no formal education prior to arriving in Sweden. The study draws on sociocultural approaches to literacy, and more specifically the field of New Literacy Studies. In this study, reading and writing are viewed as social practices comprising different related sociocultural aspects such as norms, values, habits, traditions and ideologies, and the study concentrates on social and ideological perspectives on literacy. Bourdieu’s notions of habitus and symbolic capital have also been used for the analysis.

    The empirical material was collected through an ethnographic approach. Each child was followed for one year, particularly at school/preschool. The children’s homes were also visited, and their parents and teachers were interviewed. Observations involved different degrees of participation and were documented through field notes and photographs. The interviews were audio-recorded and transcribed. In addition, artefacts and school material from the field were collected or photographed. A qualitative content analysis of the collected data was performed.

    The analysis show that sociocultural incongruence, coupled with flawed communication between the schools and the homes, caused the children less continuity between school and home practices. Though, the results also show, that the children studied to a considerable extent adapted to the monolingual, homogenous norms when they participated in school practices. These children are therefore highly adaptable, while their teachers found it much harder to handle or even be aware of sociocultural incongruences.

  • 275.
    Duek, Susanne
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Grönvall, Camilla
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Johansson, Annelie K.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Den tibetanska argumentationstekniken – en alternativ retorik2018In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 1, p. 7-19Article in journal (Other academic)
    Abstract [sv]

    Tibetanska buddhistiska munkar har i tusentals år ägnat sig åt att fördjupa sitt vetande och sin visdom i sitt sökande att befria sig från oönskade tankar och handlingar. En aktivitet som de, i tät kontakt med indisk, hinduisk logik, har utvecklat under århundradena, är att, enligt ett visst mönster, föra filosofiska debatter med varandra. Denna debatt är också en del av undervisningen i skolor för tibetanska barn och unga och kan ses som ett sätt att bevara kulturella och språkliga traditioner. I vår artikel utvecklar vi aspekter av denna argumentationsteknik som har relevans för vår svenska utbildningskontext och kontrasterar den mot den antika retorik, som fått ny aktualitet i västerländsk skola och samhälle de senaste decennierna. Syftet med denna artikel är därför att belysa den tibetanska argumentationstekniken i relation till klassisk retorik och ett svenskt utbildningssammanhang. Vi diskuterar också i vilken mån den tibetanska argumentationstekniken kan inspirera i ett arbete för ökad respekt och ömsesidig förståelse – inte polarisering – i både klassrum och samhälle i dagens Sverige. Det empiriska materialet till artikeln består av observationer och intervjuer med studenter och lärare i Dharamsala, observationer i klassrum i Dharamsala, analys av läroplanen och fältanteckningar. Våra resultat pekar på att debatterna tycks engagera eleverna och en del debatter blir inte bara levande utan också känslomässigt engagerande. Resultaten visar också att debatternas avsikt är att skärpa tanken och kräver att man är kunnig, påläst på sitt ämne, och nyttjar källorna som argument.

  • 276.
    Edvardsson, Sandra
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns syn på lek i relation till genus2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 277.
    Ehn, Annalena
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Språket som verktyg i matematik och NO-ämnen: Två ämneslärares erfarenheter av att möta elever med olika språklig förmåga2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to describe some secondary school teachers’ experiences from meeting pupils with various levels of language comprehension. My focus is on teachers of Mathematics and Natural Sciences.

    The study focuses on four questions: Which different types of students’ language competence have the teachers met? What challenges and possibilities do they see in these meetings with the students’ different language competence? In their experiences, what support have they received to encounter these challenges? What importance does language have when it comes to improving subject skills, according to the teachers? 

    The research method has been interviews based on life experience with life stories as an attempt. Two active teachers have been interviewed.

    Both teachers stress the importance of language in the pupils’ learning. Personal meetings with students with language difficulties have been crucial to the teachers’ reflections on their own teaching today. Through increasing understanding the teachers in the study have related differently depending on the variation of language competence they see on a daily basis in order to develop the students’ subject skills. The teachers in the study stress the importance of focusing on the subject’s specific vocabulary when teaching. Important aspects when it comes to learning are, according to the teachers, a permitting atmosphere in the classroom together with a good teacher-student relationship. Both teachers call attention to support from colleagues, but lack the competence of a remedial teacher when meeting pupils with varied language knowledge, both in supervising discussions as well as in everyday work with the students. 

    My conclusions are that it takes time to experience and understand the burden of work of the students learning situation when there are language barriers. The importance of the teacher-student relationship when it comes to strengthening the students’ self-esteem and reaching beyond and past barriers must not be underestimated. The remedial teacher is important not only to the teachers’ required supervision considering language competence but also to the students’ daily work where language can be a barrier to learning. 

  • 278.
    Einarsson, Hanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Den fria leken: En kvalitativ studie om förskollärares föreställningar kring den fria leken2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate preschool teachers conception of the free play. I would like to get an understanding and knowledge of the free play and its educational importance. I hope that my study will provide active educators and prospective preschool teacher reflection on the free play, what it means and stands for. The questions which my study is based on is: What does the free play means? What is the free play for educational purposes based on the intentions of the curriculum for the preschool? To carry out my investigation, I chose a qualitative research method. I have interviewed four preschool teachers from two different preschools. 

    It emerges in the study's results that the preschool teachers believe that the free play is the time where the children themselves control their time. The children may come up with ideas and decide what they want to do. The free play is characterized by imagination, joy, desire and creativity. The free play is very important for children's social competence. Children learn to be considerate, respectful, turn-taking and have empathy for other people. Are you currently an active educator that is responsive to children's curiosity and what they are interested in, then there are no limits to how much free play can give.

  • 279.
    Einarsson, Sara
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Språk och kommunikation med hjälp av TAKK: Förskollärares erfarenheter av TAKK2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 280.
    Ekberg, Linnéa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Återvinning i förskolan: Förskollärares arbete med återvinning i förskolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study aims to increase the knowledge of how to work with recycling in preschool with the children and to see if there are any differences in how they work with recycling depending on the age of the children in the group. The study is based on qualitative semi-structured interviews with ten preschool teachers in six different preschools. The results show that the work with recycling can be accomplished in a variety of ways and the ways to use vary between different schools and departments. Most departments describe the work with recycling in preschool by reusing materials, sort out household waste and recycle food scraps into a compost bag. It also appeared that work with recycling in preschool occurs to a greater extent with older children compared to younger children.

  • 281.
    Ekelund, Emelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Kommunikation i barns lek: Hur barn använder olika kommunikationsformer i leken2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    With this study, I want to gain a deeper understanding for how children, who have difficult to express themselves through speech, use various forms of communication to create meaning and integrate together. How do the children communicate with each other? Do they use sign language when they play? Will they be understood? To examine this, I used qualitative observations at a preschool where both children who had hearing impairment and children who came from different countries participated. The preschool used sign language in everyday life. The result showedthat itwas not onlydeafchildrenwho usedsign languagebut also thechildrenwith another mother tongue. The children usedsign languagein the gametoshow their feelingsand to communicatewith the others.Eventhe body languageandfacial expressionswere used extensivelyduringthe game. The observationsthat were madeshowed thatitcould sometimesbe misconceptionsamongchildrenevenifthey mostlyunderstood each other. Sign languagebecamea toolin the game forthose childrenwho, for variousreasons, neededsupportto communicate.By deliberatelyusesign language asapartof everydayactivity the preschool getsuch an approachthat it is neitherpointingoutordiscriminatethose children whoare in need ofsign language.

  • 282.
    Ekeroth, Sandra
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Pedagogers inställning till läroplanens betydelse under utevistelsen.: En studie om läroplanens betydelse i utevistelsen2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to learn more about the ways preschool teachers´ identify outdoor activities linked to the curriculum. There is also an interest to understand the preschool teacher role in the outdoor environment and children’s learning processes. The intention is to gain a deeper understanding of the preschool teachers’ work with the curriculum during outdoor activities.

    Two questions responds in the study:

    • In what way do the preschool teachers’ perceive their role in outdoor activities?

    * What ways are the environment described as significant to learning?

    In order to respond to these questions a qualitative group-interview was conducted. Focusing on the importance of the preschool-curriculum during outdoor activities. A phenomenographical approach were used, to analyze the material.

    The study shows that a well-considered preschool yard can stimulate children's curiosity and contribute to spontaneous learning opportunities. A crucial factor is how well the teacher knows the curriculum and how it can be applied during the outreach. The result gives examples on the significance of the preschool teacher´s approach to children. Further, on ways these approaches affect the children and their learning process.

  • 283.
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Skolledarutbildningen: Fyrtio års tillbakablickande2015Report (Other academic)
    Abstract [en]

    From 1930 until 1970 dispersed efforts were made in Sweden to educate school leaders. In 1975 an organisation for a systematic education of school leaders carried by the state was established in the country. A review is presented of the five different editions of school leader education that have existed in Sweden since then. Work of state committees and decisions at national level are described that have influenced the content, the design and the organisational localisation of the Swedish school leader education. The institutionalisation of the educational programme for school leaders in Sweden is clarified. The author of the book participated in the state committee that presented a proposal that was used as the ground for the first edition of the Swedish school leader education. He served for fifteen years as the manager of the Swedish school leader education.

  • 284.
    Ekholm, Sofi
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Med läslusten i centrum: Skolbibliotekarierna som resurs i elevernas literacyutveckling2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to describe the experiences of school librarians’ work of pupils literacy within school library activities and the experiences of school librarians’ cooperation with teachers. The study is done in Finland. A school library is a library within the school with a full or part time school librarian. The library and the librarian are there for the pupils in the school. This study poses four questions: What specific qualities in pupils' literacy learning appear as central to school librarians’? From the school librarians perspective how is it possible to understand the differences in reading and writing development? How does the school librarian view cooperation between school librarian and the other staff members? In what way can school libraries and librarians be understood as a resource for students' literacy learning?

    This study is based on a literacy perspective where being taught to write is regarded as a possibility for pupils to enable them to take part in different literacy practices

    A qualitative research interview method was used to interview four school librarians.

    This study indicates that central for school librarians is that all pupils develop a love of reading and that without this it is difficult for pupils to either find or maintain an interest in reading. School librarians are also able to detect a change in the type of reading pupils engage in as a result of the technological development in society. The school library may however be open for all pupils regardless of their individual level of reading and writing development. The school librarian however may, through personal contact with pupils, provide individual tutoring and help. School librarians experience a need of closer cooperation and shared knowledge with class teachers and special education teachers in order to best help the individual in the library situation.

    By using Ivaničs framework as analysis it is apparent that school librarians use mostly skill and creativity discourses in their work with pupils.

    The conclusion from this study is that school librarian is an underrated resource in schools. Classroom teachers, and particularly special education teachers could benefit greatly from a closer collaboration with school librarians and their knowledge of children´s literature.

  • 285.
    Eklund, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Trygghet i förskolan: En studie gjord på yngrebarnsavdelningar2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I have chosen to write a study about safety in preschool in purpose of contributing the knowledge about safety in junior departments. The results of this study were developed through semi-structured interviews in order to answer how pre-school teachers describe their perceptions of safety in preschools, how they work with pre-school safety and the challenges they face in the work of safety in preschool. The result shows that safety is the foundation of all educational activities and that the preschool teachers need to be present and responsive, if they will manage to keep the children's connection system in hibernation. The youngest children in preschool show that they feel safe when they dare to leave the preschool teachers in order to explore the surroundings. They also dare to participate in different activities, try new things and take their own initiatives. The introduction is seen as an important part of the preschoolers' work with safety, where one agrees that a parental active introduction is preferable. The biggest challenge in the work with child safety in preschool is the number of staff in relation to the number of children in the child group.

  • 286.
    Eklund, Jessica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Lek är viktigt! Väldigt, väldigt viktigt".: En inblick i synen och arbetet med lek i förskolan i Nepal.2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to create knowledge about the view on play and work with play in Nepal’s preschools. To do that I travelled to Nepal and interviewed people who had an insight in either work regarding play in preschools or the view on play. I used a kind of interview were the person I interviewed got the phenomenon “play” to discuss and to reason about, without my values. The results show that preschool teachers in Nepal have a governing approach regarding play and that play is used as a learning technique to promote further knowledge. My results provide an increased understanding regarding different preschools and how they use play in their work. With this knowledge we can find new and different ways to use play in Swedish preschool activities. As well as a perspective on the dominant view on play in Swedish preschools. 

  • 287.
    Eklund, Johanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pedagogens roll i barns lek2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 288.
    Eklund, Josefine
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Högläsning som redskap vid barns språkutveckling: En studie av språkfrämjande arbete i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    My study focuses on how teachers in kindergarten use storytelling or reading aloud as a method to develop literacy and language skills among children. The purpose for my study was to get a deeper knowledge how teachers use read aloud as a method to encourage childrens language skills. The methods used in my study are interviews and observations.  I interviewed and observed the same teacher in the storytelling activity. First I observed the teacher just to see how the storytelling activity proceeded and then I followed up with an interview of the teacher for deeper answers to my questions.

    The result I got was that children, in early age, learn ”everyday words” through picture books which they can relate to and books that focus on children’s interests. The older children often got to listen to chapter books to develop a deeper language skills. By using their voices the teachers makes it possible for the children to get a deeper interest in the books, words and the children can be a part of a deeper discussion that also encourage the development of their language skills. The voice changing makes it possible for children to learn more about their own feelings and how a for example an angry lady sounds like. The children can also see the reader’s bodily language.

    Keywords: Reading, Preschool, read-aloud, shared reading and print

  • 289.
    Eklund Löfgren, Ida
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pedagogers reflektioner om den fria leken i förskolans verksamhet: En kvalitativ intervjustudie baserad på fyra pedagogers reflektioner2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 290.
    Eklöf, Linda
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Barnens bidrag till verksamhetsutvecklingen.: En undersökning av förskollärarnas perspektiv av hur barns deltagande i dokumentationsprocessen kan bidra till verksamhetsutveckling.2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Many studies on children's participation in the documentation process are car- ried out through observations. The purpose of this study has been, that by ask- ing the preschool teachers, through a survey, to give their perspective on the question of whether children's participation can contribute with the develop- ment activities. The answer to this question has been obtained by sending out a questionnaire to a number of preschools within a county in Sweden. By using questions that have been asked from a socio-cultural perspective and a child's perspective, the respondents have replied based on their situation. Another the- oretical concept that has gained focus in this study is pedagogical documenta- tion. By combining these two perspectives with pedagogical documentation, the answers have been interpreted in order to get a result of how the respond- ents believe that the children's participation in the documentation process can contribute to development activities. The result of the studies have shown that the preschool teachers have a great interest in pedagogical documentation, however the resources and knowledge of the subject are not sufficient, further education of the subject is needed.

  • 291.
    Ekman, Ellinor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Integrering av barn med utländsk bakgrund i förskolan: Integrering av barn med utländsk bakgrund i förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här studien är att få en förståelse för pedagogers syn på och erfarenheter kring integrering av barn med utländsk bakgrund och dess familjer i förskolan. Studien genomfördes med hjälp av en enkät som skickats ut till förskollärare där frågor ställts om hur man arbetar med barngruppen i och med olika kulturer och hur de bygger upp relationer. Studien analyserades kvalitativt med enkät som datainsamlingsmetod och med ett kvalitativt perspektiv. Resultatet redovisas genom att förklara olika prototeman som uppkommit utifrån respondenternas svar. Det visar sig att det tyvärr inte finns så mycket intresse för ämnet mångfald utan det ses ofta som ett måste. Respondenterna lyfter fram vikten av det egna intresset och engagemanget, det är det som främjar och skapar mångfald i förskolan. Möjligheterna till fortbildning inom ämnet verkar enligt respondenterna ligga i deras egna händer och styrs inte ofta av förskolechefen. Det kan bli problematiskt för att alla barn i förskolan ska få likvärdiga förutsättningar kring mångfald, integrering och kulturalitet.

  • 292.
    Ekmark, Daniel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    En inkluderande skola för alla?: En kvalitativ intervjustudie om tre pedagogers syn på begreppet en skola för alla.2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study presents some teachers' views on whether today's school is a school for everybody or not. It has also looked into what special resources that are put in for children in special needs. The purpose of this study is to find out some teachers' views and thoughts on the concept of "an Education for everybody" and how these teachers said they worked with children in special needs. After taking part of and processed recent research results and literature, I chose to examine this through qualitative interviews. I interviewed three teachers, one primary school teacher, one special education teacher and one preschool teacher.

    The conclusions were that the concept of education could be understood in different ways. One teacher said that today’s school is for everyone because all children have the right to go to school. The other teachers said that today’s school is not a place for everybody since some children go to separate schools and special schools. The importance of including all students became clear since the teachers felt that that was the goal, but that the environment and time plays a big role when working with it. The teachers felt that more recourses would contribute to a more including and integrating environment. The school must adapt to the students' needs regardless of what they might be.

  • 293.
    Ekström, Linda
    et al.
    Skolforskningsinstitutet, Solna.
    Appelgren, Alva
    Skolforskningsinstitutet, Solna.
    Hafsteinsdottír, Elin
    Skolforskningsinstitutet, Solna.
    Bergman, Eva
    Skolforskningsinstitutet, Solna.
    Bergman, Maria
    Skolforskningsinstitutet, Solna.
    Taloyan, Royan
    Skolforskningsinstitutet, Solna.
    Brevik, Lisbeth M.
    Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo, Norge.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Reichenberg, Monica
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Läsförståelse och undervisning om lässtrategier2019Report (Other academic)
    Abstract [sv]

    Den här systematiska översikten beskriver vad det samlade vetenskapliga kunskapsläget säger om relationen mellan undervisning om och användning av lässtrategier kontra läsförståelse. Lässtrategier definieras i denna översikt som medvetna, målinriktade försök att kontrollera och moderera läsarens arbete med att avkoda text, förstå ord och konstruera mening från text. Översikten fokuserar på elever i åldern 10–19 år, det vill säga motsvarande mellanstadiet och högstadiet i svensk grundskola samt svensk gymnasieskola, och på undervisning om och användning av lässtrategier inom ramen för skolans samtliga ämnen utom ämnen som motsvarar moderna språk inom den svenska skolan.

    Lässtrategier är alltså generellt sett ett redskap som elever kan använda sig av när de stöter på problem i sin läsförståelse. Vilka redskap det mer specifikt handlar om, hur dessa redskap kan kombineras eller vilka redskap som är mer eller mindre användbara i olika situationer är frågor som lärare kan behöva mer kunskap om.

    Genom denna översikt vill vi därför bidra till fördjupad kunskap om vad arbete med lässtrategier innebär liksom hur och för vem lässtrategierna bidrar till förbättrad läsförståelse.

    Översikten utgår ifrån följande överordnade frågeställning:

    Vad kännetecknar effektiv lässtrategiundervisning och lässtrategianvändning hos elever i åldrarna 10–19 år?

    Med effektiv menar vi att lässtrategiundervisningen och lässtrategianvändningen har en positiv effekt på elevernas läsförståelse, baserat på läsförståelsetester, observationer eller elevers självrapportering.

    För att besvara den överordnade frågeställningen har vi ställt följande mer specifika frågor:

    A. Vilka lässtrategier undervisas om och används i de i översikten ingående studierna?

    B. Vilken lässtrategiundervisning bidrar till utvecklad läsförståelse hos elever?

    C. Hur beskriver elever själva sin användning och nytta av lässtrategier?

    D. Hur varierar användning och nytta av lässtrategier med faktorer som kön, läsförmåga och språkbakgrund?

  • 294.
    Ekström, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    ”Utvecklar ni verkligen skolan?”: En kvantitativ studie av förstelärarens erfarenhet om att bidra till skolutveckling2018Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    Syftet med denna uppsats är att undersöka förstelärares erfarenheter av sitt uppdrag. Det är en kvantitativ studie där data insamlats med hjälp av en öppen webenkätundersökning som skickats till en kommuns samtliga förstelärare. Studien fokuserar på hur försteläraruppdraget upplevs ha utformats, och på vilket vis förstelärare anser att de kan bidra till skolutveckling genom sitt uppdrag. Undersökningen lyfter även upp skillnader mellan förstelärares erfarenheter inom en och samma kommun.

    Resultatet visar att förstelärarollen är kommunicerad med rektor och skolledning, men att förstelärarna även har ett stort eget utrymme att kommunicera sitt uppdrag till kollegor. Den visar även att rollen upplevs vara riktad till att i första hand utveckla lärande kopplat till elever och klassrum och i andra hand till kollegial utveckling. Anknytningen till utveckling av den enskilda skolan är stor, men det kollegiala ledarskapet är inte alltid tydligt.

  • 295.
    Ekström, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns hypoteser och initiativ i en fysikaktivitet om flytkraft: En studie om barns initiativ ien problemlösande aktivitet om flyta-sjunka2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to find out how five-year-old children explain and find solutions in relation to a problem-solving experiment around the physical phenomenon float-sink. The method that was opted to use was video observation. The study is based on a video observation that lasted for 25 minutes with four children who were around five years old. The activity was divided into two different parts, the first part focused on hypotheses around the outcome of different objects in water, if they would either float or sink. The other part focused on problem solving, where the children should get something that earlier sank to float. The result of the study shows that the children focused on weight, form and size of the objects, in predicting whether they would sink or float. The children also show a big interest and take initiative to solve the problem that they were given in the beginning of the activity. They construct and shape the different materials and they succeed by creating an aluminium boat that could carry a pinecone and three stones.

  • 296.
    Eldh, Veronica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    inflytande i samlingssituationer på förskolan: Hur ser förskollärare på barns inflytande i samlingssituationer2015Independent thesis Basic level (professional degree), 210 HE creditsStudent thesis
  • 297. Elf, Nikolaj
    et al.
    Gilje, Øystein
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Slotte, Anna
    Nordisk status og forskningsperspektiver: Multimodalitet i styredokumenter og klasserumsrumspraksis2018In: Multimodalitet i skole- og fritidstekstar. : Ein vitskapleg antologi / [ed] Rogne, M. & Rune Waage, L., Fagbokforlaget , 2018, p. 71-104Chapter in book (Refereed)
  • 298.
    Elfgren, Carl
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Vad är vardagsteknik?: Niondeklassares syn på ämnet teknik och teknikundervisningen.2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Based on some of the objections of the Swedish Schools Inspectorate quality audit of the subject technology in 2014 this research puts some questions; What do the students think about the technology subject, what do the students think the subject should teach?  

    The research was conducted as a survey in a suburban school in Stockholm, presented to 125 students in grade 9. 

    The research is focused on objects that the students they have worked with and the objects they want to work with, and where the objects can be used in the students' everyday lives. The questionnaire also includes background questions with the students' assessments of the current school teaching in general and the teaching in technology. 

    The results show that students perceive a technology education that is neither interesting nor uninteresting. The technology teaching is not useful in their everyday life. Students who value technology education the most also see the most benefits from the subjet. The benefits they see are of relatively complex technical nature. It is also complex technological objects or areas they would like to work with.

  • 299.
    Elfström, Jeanette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Hur pedagogerna jobbar med teknik i förskolan.: Pedagogernas syn på teknik.2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 300.
    Elg, Louise
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Tecken i verbal kommunikation för språkutveckling i förskolan.: En jämförelse mellan två förskolor i ett urval pedagogers uppfattningar om hur metoden TAKK används i barngrupperna.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this work is to show howcome ACC (Augmentative and alternative communication) would be used in preschool with all the children and not just with the children who are in need of it. This study therefore has the task of comparing two different preschools, one municipal and one private, to get knowledge of educators perceptions and expectations of its work with ACC in verbal communication with the children. To conduct the survey, questionnaires were sent to the respondents. One group of informants was working at a municipal preschool, the other group is working at a Swedish church's preschool. The questionnaires were compiled to show any similarities or differences among the preschools and what these may be depended on. The results show that educators in the municipal preschool are familiar with the work of ACC and welcomes the method. The replies from the respondents in the Swedish church's preschool are however show a certain resignation because respondents say they want to use ACC but they don’t really manage to create time and opportunities.

    The study also shows that the work of ACC in preschool represents a solid support to all children's language development and vocabulary building, regardless of difficulties. Thus it can be concluded that ACC contributes to children are treated in an equal way in linguistic communication with adults.

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