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  • 251.
    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

  • 252.
    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
  • 253.
    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.

  • 254.
    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.

  • 255.
    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.

  • 256.
    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.

  • 257.
    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.

  • 258.
    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
  • 259. Elf, Nikolaj
    et al.
    Gilje, Øystein
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature. 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). 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)
  • 260.
    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.

  • 261.
    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
  • 262.
    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.

  • 263.
    Eliasson, Jessica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Klä på er så går vi ut": En studie om olika typer samt strategier av och kring samtal i förskolans tambur2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to find out how teachers out in the operations are using everyday situations in the hall to promote childrens language development. To investigate this purpose, this study will go through two issues. 1. What strategies has the pre-school teachers to take advantage of the talks with the children when they are in the hall? 2. What type of conversations can be seen in the hall?

     

    The theory underlying this study is Lev Vygotsky's theories of language development, interplay and interactions. The empirical data for this study was conducted through observation of educators in routine situations in the hall in the preeschools, in two different preeschools. The analysis of the data collected shows that the linguistic and communicative interaction between children and adults vary at different preschools. On one of the preschools that was observed, did interaction between adults and children largely consisted of short commands and reprimands. While observations on the second preeschools showed more how educators were more indicative of the kind where they used their own language skills to help children understand their world through the linguistic terms and constructing sentences.

     

    The study shows that there is an awareness of language and language in routine situations to some extent, but this is something you can continue to work and develop more in preschool.

  • 264.
    Eliasson, Malin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns inflytande i förskolan: En studie om hur barn själva ser på sitt inflytande i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with my study is to gain knowledge about how children perceive their own influence in preschool. I have used the qualitative method child interviews, to answer my questions. I have by using this method had a chance to get the children's view on influence, described to me with the children's own voices. After this, I have analyzed the children's thoughts and formulated them in my work. My results show that the children of my chosen preschool have a fair ammount of influence in the daily activities of the preschool. The children claimed to have more influence in the freer activities durin the day such as free play, than in the controlled activities such as collection and group work. My results showed that the children of the selected preeschool felt that it was the teachers who were those who generally decided at the preschool.

  • 265.
    Elin, Gustafsson
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barn i behov av stöd-och deras rättigheter: Demokrati och barns rättigheter i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 266.
    Elisabet, Persson
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Att ge matematikläxor i årskurs 1-3: En kvalitativ studie av lärares syn på läxor i matematik2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Homework or no homework has been frequently occurring discussions in society over the years. Today, more teachers than ever have taken sides about homework. But which purpose do the teachers that provide homework have, and can they see the advantage with homework?

    The purpose with this essay is to examine why teachers at younger ages provide homework in mathematics and what the benefits are?

    To reach some answers in order to find out some answers to my questions I have made a qualitative study by interviewing six teachers, teaching classes from grades1-3. I have also been studying some other research and literature that are dealing with these questions.

    The result shows that despite that the teachers have chosen to provide homework they cannot always see any effects. The most common type of homework has the purpose to repeat what has been taught at school. The pupils are supposed to manage to do their homework on their own without any help from their parents. Other purposes that are mentioned in the research are joy, motivation, responsibility and to create a link between school and the domestic environment. The follow-up of the homework consists of the teacher marks the homework and sometimes gives it back to the pupils with comments.

  • 267. Ellvin, Madeleine
    et al.
    Tengberg, MichaelKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.Skar, Gustaf
    Svenskämnet i förändring?: Perspektiv på de nya kurs- och ämnesplanerna.2011Collection (editor) (Other academic)
  • 268.
    Elm, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskollärarnas arbete och medvetenhet kring barns motoriska utveckling: En studie om hur förskollärare arbetar för att främja barns motoriska utveckling2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    A good possibility for movement and conscious motor training creates opportunities for children to develop motor skills, which can lead to better school performance. Previous research shows that today's sedentary activities such as TV, tablets and computers etc. have negative impact on health and may lead to a variety of adverse health effects. This study focuses on finding out what grade of awareness, vision and knowledge preschool teachers have about child motor development, and how they work to stimulate the children in pre-school so that they develop good motor skills. The method used in the study is semi-structured interviews with six pre-school teachers. Their answers will be processed in the results and analysis section of the work. Previous research has shown that motor training at an early age gives good health and good opportunities for cognitive learning. Motor skills are considered pertinent in order to develop both social skills and a good self-esteem. The results of this study show that there are big differences between the various pre-schools and much depends on the pre-school teachers level of ambition and interest in the development of motor skills. It appears that some of the teachers are working actively and consciously with motor exercises, while others believe that children automatically get a lot of motor skill training in preschool through, for instance, the preschool playground. The pre-school playground and the forest were pointed out as important sites for motor training by many of the preschool teachers. It also reveals that several pre-school teachers believe that the knowledge of motor skills in pre-schools is small. In the last part of this study the results are discussed in relation to previous research.

     

  • 269.
    Elofsson, Elenor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskolebarns tankar om nedbrytning: En kvalitativ intervjustudie om hur barn tänker kring olika föremåls nedbrytning2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 270.
    Eltonson, Jeanette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Flerspråkiga barn med språkstörning: En studie om förskolpersonals arbetssätt2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 271.
    Emma, Lorin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Professor von Trapps flygande matta har kraschat: En studie om hur man kan arbeta med teknik i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att få kunskap om hur man kan arbeta med teknik i förskolan. Studien fokuserar på pedagogernas erfarenheter och kunskaper inom teknik i förskolan. Två pedagoger från två olika förskolor intervjuades med semistrukturerade intervjuer som metod.

     

    Resultatet i studien visar att teknik kan läggas på olika nivåer beroende på barnets ålder. Resultatet visar att det finns mycket vardagliga moment som är teknik som man kanske inte riktigt tänker på är teknik i förskolan, som att dra upp dragkedjan, spola i toaletten och få upp en pedalhink. Resultatet visar även på att man kan få in teknik på ett roligt och enkelt sätt genom exempelvis teman. Tidigare forskning visar att rolig teknik i tidig ålder kan göra barnen nyfikna på teknik, att det ger dem en bättre inställning till teknik i ungdomen.

     

    Slutsats: Teknik går att introducera redan i tidig ålder, teknik kan vara enkelt, teknik finns överallt, teknik kan vara kul.   

  • 272.
    Emmott, Rebecca
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Grönsaker i förskolan: Hur barnens konsumtion av grönsaker påverkas av pedagogerna i förskolan under lunchen.2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    With the global obesity epidemic, research has shown that early prevention methods are of upmost importance. One of the strategies to promote healthy eating is through increasing the consumption of vegetables of children. This thesis gives an insight into the previous research carried out which outlines the various ways in which Pre-School pedagogues can encourage children to consume more vegetables during lunch. Using the qualitative method of observation, two groups of children during a lunch time environment were observed when sitting with two different pedagogues. The theoretical framework of this thesis is based upon Goffmans dramaturgical perspective and Merleau-Pontys life-world theory. This meant that the focus of the observations were also on the body language of both the children and the pedagogues.

    The results showed that the pedagogues have an open atmosphere towards the children and encouraged the children to consume more vegetables with the help of many different strategies. There was some conflicting evidence on how important the pedagogues viewed that the children must or mustn’t consume vegetables during every lunch time. The implications of this study have shown that pedagogues have different views and strategies as to encourage children to increase their consumption of vegetables. 

  • 273.
    Engelbrektsson, Sandra
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns utveckling och lärande2016Independent thesis Basic level (professional degree), 210 HE creditsStudent thesis
  • 274.
    Englund, Marie-Louise
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Astrid Lindgren och hennes flickor: En kvalitativ analys av flickkaraktärer i Astrid Lindgrens fiktiva värld2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    If we look at the world around us with a critical glance from a gender perspective we often notice that there are expectations of children because of norms, not least for the girls. This is widely used also in fiction and this shaped my wish that with this study examining girls in fictional roles. The author Astrid Lindgren has in her literature often one or more girls in prominent roles why my choice fell on to take a closer look at and analyze a few of these.

    The aim with this study has been to analyze selected girls' characters and stories by Astrid Lindgren. As a method for my study I have used a broad qualitative analysis from a gender perspective which created the conditions needed to provide answers to the work's questions about the characters and its similarities-and differences. What I found was that, even though they were written on different occasions over a forty-year-long period, the characters had a lot in common. Some of the common qualities between the characters were strength, skills and a willingness to do good. Which can therefore be assumed to have been important qualities to Astrid Lindgren.

     

  • 275.
    Engman, Lisa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Barns möjligheter till fysisk aktivitet i förskolan: En kvantitativ studie om förskollärares attityd till didaktiskt planerade rörelsestunder i förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to examine the attitude of pre-school teachers to  planed physical activity in preschool. This study find out which factors may affect the implemention of planed physical activity in preschool.

    This study was conducted through a questionnaire. It was sent to pre-school teachers with an pre-school teacher education. 160 pre-school teachers answered the survey.

    The results show that preschool teachers have a positive attitude towards didactically planned physical activities in preschool. However, despite a positive attitude, the children are not physical active to the extent that they might need to reach the recommendations for 60 minutes of physical activity per day (Berg & Ekblom, 2016). However, time shortages and small premises seem to be an obstacle to planned physical activity times, and according to the survey, cognitive activities often go before the physical activities. The survey has also shown that some pre-school teachers think that children move sufficiently through the free play, and didactically planned activity times are not considered necessary.

  • 276.
    Engström Lindh, Louise
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskollärares användande av IKT i förskoleverksamhet: En strukturerad systematisk observationsstudie2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The foundation of the Swedish preschool is based on the curriculum Lpfö98 /10. In these policy documents there are some different goals that the preschool teachers strives to use in the educational work. One of the learning objectives in the technology subject is to encourage pupils to develop through experience and guidance. The curriculum Lpfö98 /10, marks the importance, that the preschool teachers take responsibility for the pupils safety, their development and that every child has a good learning environment (Skolverket, 2010). The purpose with the present study is to examine how teachers use new information and communication technology in their everyday work. A research has been done in four different preschools in Sweden about the use of (ICT). The method used in the research is structured observations. The result of this study presents differences in how pedagogues act and support ICT in preschool, both in frequencies and choice of activity. The most common way of act and support ICT was when pedagogues helped the children in their use of ICT.

  • 277.
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Barn och digitala medier2014In: Förskollärarens metod och vetenskapsteori / [ed] Annica Löfdahl, Maria Hjalmarsson & Karin Franzén, Stockholm: Liber, 2014, p. 92-102Chapter in book (Other academic)
  • 278.
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Digital literacy as a prerequisite in online teacher education2017Conference paper (Refereed)
  • 279.
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Integrering av digitala medier2016In: Pedagogik för högskolelärare / [ed] Tomas Hansson, Möklinta: Gidlunds förlag, 2016Chapter in book (Refereed)
  • 280.
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Ipads in the Secondary Classroom2014Conference paper (Refereed)
  • 281.
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Reflective discussions in teacher training: A comparison between online and offline discussions of course literature in a class of pre-service teachers2018In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, ISSN 1573-7608, Vol. 3, no 1, p. 303-319Article in journal (Refereed)
    Abstract [en]

    This paper compares outcomes of student teachers’ use of oral classroom and written online forum discussions of course literature, with the aim of examining how each mode facilitates reflective practice. Data were collected from a class of 11 participating student teachers. Oral discussions were video-recorded and written online discussions were saved as Word files. Clinchy’s levels of knowing were used to determine the depth of the reflections and qualitative analyses inspired by Harasim were carried out as a complement. Findings indicate that on a group level the performance according to the levels of reflective thinking was the same. Both modes have advantages and drawbacks, but it is clear that there should be a variety of modes to provide individual student teachers with better possibilities of developing their reflections. Further explorations of the interaction between modal preference and modal performance, as well as the implications for online peer collaboration, are discussed.

  • 282.
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Secondary School Pupils' Context Based Information Seeking on the Internet2018Conference paper (Refereed)
  • 283.
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Undervisningens digitalisering  - en del av förskolans demokratiuppdrag?: 2018Conference paper (Other academic)
  • 284.
    Enochsson, Ann-Britt
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013), Science, Mathematics and Engineering Education Research.
    Andersén, Annelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Ådefors, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Teachers’ work with digital technology as boundary objects in vocational education2019In: NERA 2019 Abstract Book, 2019, p. 440-Conference paper (Refereed)
  • 285. Enochsson, Ann-Britt
    et al.
    Kilbrink, Nina
    Karlstad University, Faculty of Technology and Science, Department of Mechanical and Materials Engineering.
    Söderlind, Linda
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Bridging the Gap Between School and Workplaces: Vocational Teachers’ Experiences of Digital Technology as Boundary Objects2017Conference paper (Refereed)
  • 286.
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Teenage pupils searching for information on the internet2019In: Information research, ISSN 1368-1613, E-ISSN 1368-1613, ISSN 1368-1613, Vol. 24, no 1Article in journal (Refereed)
    Abstract [en]

    Introduction. Quantitative studies measuring skills related to the Internet are mainly based on self- reports. The aim of this paper is to study how Swedish teenagers, in their last year of compulsory school, carry out different information searching tasks on the Internet, by using a performance test. The test measures teenagers’ searches for information on the Internet from different points of view, such as medium-related and content-related aspects as well as operational and strategic aspects.Methods. The test was performed on the Internet in an open environment, without predefined solutions. During the test, some screens were recorded to obtain information about aspects not covered by the given test answers.Analysis. The test outcome was analysed in relation to curriculum goals, which correspond to the European framework DigComp2.1.Results. Reading long texts to find information was the easiest part but many failed to solve assignments because they did not master the digital environment.Conclusion. The result differed in the participating classes, which points to the importance of covering all aspects of the area when teaching, not forgetting the holistic approach.

  • 287.
    Ericson, Martina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. 1971.
    Förhållandet mellan upplevda lässvårigheter och ordförrådet hos högpresterande elever: en studie om elever i årskurs 3 på gymnasiet som aldrig tidigare uppmärksammats som lässvaga.2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to broaden the knowledge about the relationship between experienced reading difficulties and the vocabulary of young people at the age of eighteen who have not previously been noticed by school. The survey is based on interviews with pupils in grade 3 of upper secondary school, whose self-assessments indicate that they experience reading difficulties. Additionally, a standardized vocabulary test is also used. In the study, there is quantitative and qualitative data that, on certain occasions, are measured against a control group. The analysis is based on a socio-cultural perspective and the analysis method used is bricolage. Based on the subject special education, a critical perspective is used, thereby teaching, planning and organization are examined more than the student's abilities.

     

    The combined results show that the students who experience reading difficulties have a less developed vocabulary compared to their peers. They mainly lack low frequency and specialized words such as professional expressions and scientific concepts. The students' overall experience show that they have had very little word knowledge teaching in interaction with their teachers, and they do not have work methods that compensate for their difficulties. Similar results are described in both national and international research. What differs from this study is that the students who have participated have never told anyone about their reading difficulties and that they are high-performing.

  • 288.
    Eriksen, Emelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskolebarns uppfattningar kring natur: En studie om barns uppfattningar kring naturen, dess resurser och hur vi ska förhålla oss till den2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study is to investigate children’s thoughts about nature, its resources and how we are allowed to act in nature. In my study I’ve used qualitative interviews with 10 children from two different preschools to answer my questions. The results shows that the children’s thoughts are different depending on which preschool they go to. All of the children appear to have big knowledge about how to act in nature but only half of them think that we should take care of it. After this study I now know that the children have an urge to learn but only if they find the subject interesting and if the teachers can manage to make it relevant for every individual. I found out that I would’ve needed more time and to use observations as well to find out why it was such a big difference in knowledge between the preschools

  • 289.
    Eriksson, Emma
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Boksamtal med yngre barn: En metod för att pedagoger tidigt ska kunna stärka barns läsförståelse2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 290.
    Eriksson Gustavsson, Anna-Lena
    et al.
    Linköping.
    Göransson, KerstinMälardalens högskola.Nilholm, ClaesHögskolan i Jönköping.Bladini, KerstinKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.Samuelsson, JohanKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Specialpedagogisk verksamhet i grundskolan2011Collection (editor) (Other academic)
  • 291.
    Eriksson, Ida
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pedagogers inställning till fysik i förskolan: Möjligheter och begränsningar2014Independent thesis Basic level (professional degree), 210 HE creditsStudent thesis
  • 292.
    Eriksson, Johanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns delaktighet och inflytande: Pedagogers uppfattningar om barns delaktighet och inflytande i förskolan2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The right for children to share their opinion and be respected for it is something that is supported through several documents, for example the curriculum for pre-school (Lpfö98/10) and Convention on the Rights of the Child. The purpose of this study is to describe pedagogues view on participation and influence in pre-school and how the children’s thoughts and opinions influence the pedagogical activity in pre-school. This study is a qualitative interview study and my focus is on how the children share their opinions, how pedagogues meet them and how they influence the planning of the activities in pre-school.

       This study, as previous researches, shows that the concept of participation and influence is hard to define. The pedagogues in this study imply that it is hard to define and separate them. They also imply that the democratic society starts in pre-school and the children will learn to understand the democratic system. All of the pedagogues in this study think that the children express their thoughts and opinions all the time and the pedagogues would rather say yes than no to the children’s ideas. Two out of four pedagogues said that they carried the children’s thoughts and opinions in the planning of the activities in pre-school.

  • 293.
    Eriksson, Johanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Förskolepersonals tankar kring projekt ”Giftfri förskola”: En intervjustudie om positiva och negativa konsekvenser2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att öka kunskapen om hur förskolepersonal anser att projekt ”Giftfri förskola” har påverkat verksamheten. Sju verksamma inom förskolan i två mindre kommuner intervjuades. Med ett sociokulturellt perspektiv utformades intervjuerna och analyserade att det fanns både positiva och negativa konsekvenser av projektet.

    De positiva konsekvenserna var ökad medvetenhet, kunskap och kreativitet samt att det bidragit till en tryggare miljö. Den ökade medvetenheten visas vid inköp av nya material då innehållet granskas noga. Den ökade kuskapen har bidragit till ett ökat intresse kring ämnet kemikalier och det anses viktigt att handla giftfritt. Kreativiteten anses fått en större plats i verksamheten då alternativa material fick plockas in för att ersätta det material som slängdes bort. Den största positiva effekten som tolkas utifrån förskolepersonalen är att barnen vistas i en säkrare förskolemiljö då de inte blir utsatta för lika mycket kemikalier som innan projektets start. 

    De negativa konsekvenserna som visas i studiens resultat är dyrare inköp, färre material, felaktig prioritering och osäkerhet. Giftfria material är ofta dyrare i inköp, vilket i sin tur lett till att det finns färre material på förskolorna. Projektets prioritering ifrågasätts av förskolepersonalen då enbart material stått i fokus, men lokalerna inte setts över. Det finns även en viss osäkerhet hos förskolepersonalen kring vilken forskning de ska lyssna på, då det i efterhand kommit ny som visar att kemikalier inte är farliga.

  • 294.
    Eriksson, Katja
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Elevledda utveckligssamtal: - för ökad motivation för skolarbetet och delaktighet i sitt eget lärande?2014Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how pupils think different kinds of parent teacher conferences has any significance on the feeling of participation and motivation in their learning. The purpose is also to find out how pupils think of using different kinds of assessment.This study is based on a hypothesis that studentled parent teacher conferences increases the students participation in it ́s own knowledge development. It is also based on the hypothesis that this increases the students metacognition and its internal motivation. This study is founded on a quantitative survey answered by students in eighth grade in two different schools with different kinds of parent teacher conferences. I have analyzed the results of the survey by comparing the results of two groups; they who have studentled parent teacher conferences and they who have more traditional parent teacher conferences.The result shows that students use and believe teachers use several different kinds of assessment in preparing their parent teacher conferences. Peer assessment is though underrepresented and considering the power it has, according to research it needs to be developed. Using studentled conferences increases the feeling of participation and motivation in general, not only internal motivation. My conclusion is that studentled conferences promote motivation and participation. Therefor methods for implementation of parent teacher conferences needs to be developed in many schools.

  • 295.
    Eriksson, Kerstin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Upplevelser av ämnet matematik: Elevers livsberättelser i ett åk 1-9 perspektiv2013Independent thesis Advanced level (professional degree), 60 credits / 90 HE creditsStudent thesis
  • 296.
    Eriksson, Linda
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Högläsning i förskolan: Några förskollärares uppfattingar om högläsningens organisering2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with the study is to examine pre-school educator’s perceptions about how the reading environment should be organized. In the study therefore, the perceptions of the pre-school educators are examined. To seek answers to the above I have done eight qualitative interviews with a total of ten pre-school teachers with groups of mixed ages. My theoretical point of this study is the sociocultural perspective, where learning is seen as a collective act and the pre-school teacher plays a central role. The result shows that the sofa plays a central role in the reading and that at the kindergarten there is a lot of work around its reading aloud environment. It also turned out to be the educational atmosphere were similarly the pre-school teachers in the labor law did the same way in the work of reading aloud.

    Keywords: Read Aloud, Literacy, Educational atmosphere

  • 297.
    Eriksson, Linda
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Små kryp och barn med spring i benen: Hur de yngsta barnen upptäcker djur samt hur pedagoger i förskolan bemöter barns tidiga utforskande av djur2014Independent thesis Basic level (professional degree), 210 HE creditsStudent thesis
    Abstract [en]

    This study examines how young children use their senses to explore bugs, which attitude teachers in preschool have to bugs and how preschool take advantage of children’s interest in bugs.

    The study was performed through observations at a preschool with children aged 1-2 years (toddlers), and interviews with 10 teachers who have all been working with the youngest children at the preschool. The study shows that toddlers are very interested in bugs and they explore the animals verbally and by using their senses. The attitudes of the teachers towards bugs vary, but they avoid displaying reluctance in front of the children, since they all believe that attitudes of adults affect the children's interest in and willingness to explore. It also shows that it is common to use the toddlers' interest in bugs for the moment, but less common to continue working within the subject, for example with a theme oriented curriculum.

  • 298.
    Eriksson, Maja
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pedagogers arbete med natur och miljö tillsammans med digital teknik i utevistelsen: En studie gjord på pedagogers arbetssätt och deras syn kring natur och miljö i förskolan, tillsammans med digital teknik som ett komplement i utevistelsen.2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study will determine if and how teachers in preschool works with nature and the environment, together with digital technology used outdoors. Teachers' view on using digital technology outdoors have also been investigated. Research and literary texts have been selected in order to link the results obtained on the basis of the methods. The methods that has been used, are survey and interviews. Teachers of various preschool in different municipalities responded to the survey, while teachers in the same municipality participated in the interviews. The results were processed with the help of charts and tables. With the help of the theoretical starting point, which is the cognitive perspective, and the final results have patterns been seen in the analysis. The patterns seen in the analysis, is that teachers work differently based on the department they work in. In the discussion have the analysis and the results been deepenend based on the cognitive perspective, to get answers to the study's purpose and issues.

  • 299.
    Eriksson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Samma lekvärld - olika språk: En liten studie om icke-verbal kommunikation i lek bland nyanlända barn i förskolan2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine the newly arrived children's use of non -verbal communication when they are playing freely, and if there is any difference when a preschool teacher is present. It is also being studied in which characteristic games the newly arrived children use their non - verbal communication the most. The study is qualitative and the study is performed through observations. The observations have been conducted in a multicultural preschool where the focus has been at free play, the proximal development zone, educational atmospheres and non-verbal communication . The results show that the newly arrived children use non-verbal forms of communication when playing with each other , this is made clear in the four characteristic games described in the results section of this study. Furthermore , it appears from the study that there are differences in the children's communication strategies when there are educational support in children’s play compared to when they play and do not have educator’s support. 

  • 300.
    Eriksson, Nathalie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Fenomenet fysik som innehåll i förskolans verksamhet: Förskollärarnas uppfattning2017Independent thesis Basic level (professional degree), 210 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to ascertain how preschool teachers think the subject of physics is shown in the preschool environment. A comparison was also conducted to see if there was any difference between the preschool teachers view of working with physics depending on when they were educated.

     

    The study was conducted in the form of qualitative semi-structured interviews with active preschool teachers. The interviews were conducted in a calm environment and there was no disturbances. The interviews were used as a foundation to see if the preschool teachers thought they had sufficient knowledge in physics to be able to complete their work. A comparison was made between two newly graduated preschool teachers and two preschool teachers educated in the 1990s.

     

    The results show that the preschool teachers think physics is an interesting subject, but they don’t work with it sufficiently. They believe the reason for that this is insufficient material, lack of time, conflicting colleagues and ignorance.

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