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  • 301.
    Ferm Skoglund, Ann-Charlotte
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Samband mellan rektors ledarskap och andra faktorer som främjar skolutveckling2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to provide knowledge about the relationships between the principal´s leadership and other factors that promote school development. This has been considered from a system theoretical perspective through a quantitative method in the form of a survey. In the survey, teachers have estimated different statements to answer the questions:

    - How do teachers estimate factors that promote school development?

    - How do teachers estimate principal's leadership in school development work?

    - What is the relationship between how teachers estimate factors in principal´s leadership and other factors that promote school development?

    The result shows that there is a correlation between the principal's leadership and a collaborative culture as well as the systematic quality work. There is a strong correlation between the principal's leadership (to focus on the school's mission, to provide conditions and to lead systematically quality work) and a collaborative culture. The result shows mediumstrong correlation between all the investigated factors in the principal's leadership and the systematic quality work.

  • 302.
    Filipsson, Kristoffer
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    En religiös historia: En kvalitativ intervjustudie om indiska lärares beskrivningar av dess undervisning kring religion i historieämnet2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 303.
    Filipsson Lopez, Nicolina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Vi ska koka soppa, is-soppa!: En observationsstudie om förskolebarns meningsskapande kring aggregationsformer som lärande objekt.2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to see the perceptions that preschool children have about the aggregate states as a phenomena through some simple activities with ice (solid), water (liquid form) and water vapor (gas form) and how the children create meaning through the aggregate states. The theoretical perspective in this study is development pedagogic, a part of phenomenography. The used method is qualitative observation in a preschool group and the data is collected with notes. The children have been observed during two different activities; an experiment, From Ice to Vapor and a game, the Molecular game. The experiment took place twice, one time before the game and one time after. 19 children in the ages 4-6 years have been part of this study. The results show a movement of the conversation from the first experiment when they talked a lot about earlier experiences of water to the last experiment when the conversation was more about molecules. The children changed their perceptions in the meeting with the activities and they created meaning in relation to the aggregate states. The study also shows that the new experiences that the children receive through the activities are helping them with their perception of the object of learning, the aggregate states.

    This study gives preschool teachers an understanding of how children are creating meaning about aggregate states and how understanding of chemistry can take place in preschool. 

  • 304.
    Fjällström, Beatrice
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Det blir något magiskt...": - hur förskollärare resonerar kring lekpedagogik och barns kamratkulturer2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to investigate how preschool teachers reason about the educational approach of pedagogical play, and how it can affect children's relationships. I decided to use interviews as a method. I chose to interview three preschool teachers, who all work with this educational approach. The results show that collective experiences are important for relationships in preschool. These experiences creates a foundation for conversations and play between children, but also between children and adults. The theme and playworld creates a mutual context for what, when and even how you play with each other. My hopes are that this study will contribute knowledge about how pedagogical play can affect children’s peer cultures and the atmosphere in preschool.
 

  • 305.
    Fodstad, Malin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Elever i behov av särskillt stöd: En kvalitativ studie i definitionen av begreppets användning i styr- och policydokument2014Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to examine how the term "pupils in need of special support" is defined in Swedish central policy documents. The essay is based on a social constructive contribute knowledge about the term’s definition and interpretation with support in a range of scientific texts. The method for achieving the purpose based on qualitative textual analysis of Skollagen 2010:800, Läroplan för grundskolan, förskoleklassen och fritidshemmet- Lgr 11, Salamancadeklarationen and analysis of the result of three scientific studies.Neither Skollagen 2010:800 nor Lgr 11 gives a clear definition of the term “pupils in need of special support”. The Salamanca declaration defines the term as necessary due to either a disability or some form of learning difficulty. None of the analyzed policy documents provide a specific definition of who is considered to be in need of special educational needs. In the scientific studies, it is clear that the definition of “pupils in need of special support” in central policy documents is unclear. There are no clear guidelines as to which persons are considered to be in need of special support. The interpretation of the term is placed on the individual school or teacher.

  • 306.
    Fogel, Josefine
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Bildskapande i förskolan: En studie om pedagogers upplevelser av deras påverkan på barns bildskapande2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My study is about image forming in preschool. The aim of my study is to find out how pedagogues perceive that they relate to image forming activities in preschool. As a method I have used a qualitative interview method where I have written interviews with five pedagogues. My study is based on Vygotskij and his socio-cultural perspective on learning.

    The results showed that the pedagogues who participated in my study resembled a picture of how they work with image forming in preschool and emphasize the importance of a variety of material and techniques. The results also showed that the pedagogues believe that their own attitude is important for the influence of the children in their creation. Furthermore the pedagogues explain that they believe that the image forming process is an important part of the children´s learning through the children trying to explore at their own pace, as well as the joy of being together in the process.

  • 307.
    Folebo Carlsson, Moa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Kvinnan och hennes roll så som den framställs i valda läroböcker för grundskolans högstadium: En analys av fem svenska läroböcker med fokus på islam2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det här arbetet undersöker framställningen av kvinnan inom islam och så som kvinnor presenteras i fem utvalda läroböcker. Läroböckerna är inriktade mot högstadieklasser. Med hjälp av läroplan, tidigare forskning gällande både islam och läroböcker och olika typer av analyser diskuteras följande syfte och frågeställningar:

    Uppsatsen syftar till att belysa hur kvinnor framställs inom islam i fem svenska läroböcker på högstadiet.

    • Vad presenteras som kvinnans roll och status i de muslimska delarna av några utvalda läroböcker?
    • Presenteras några kvinnliga förebilder i läroböckerna?

    Analysen visar att läroböckerna hade väldigt olika definitioner över vad som klassas som kvinnans roll och status. Vissa läroböcker var noggrannare än andra med att förklara att det var stora skillnader beroende på var i världen muslimerna befinner sig.

    Gällande om det fanns några kvinnliga förebilder är analysen tvetydlig. Det finns kvinnor presenterade men huruvida de ska ses som förebilder eller ej ligger hos läsaren att bedöma. 

  • 308.
    Folke-Fichtelius, Maria
    et al.
    Uppsala universitet.
    Löfdahl Hultman, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    En smygande översättningsprocess: Innebörder av begreppet omsorg i texter om förskolans uppdrag och kvalitetsarbete2016In: Att ta utbildningens komplexitet på allvar: En vänskrift till Eva Forsberg / [ed] Maja Elmgren, Maria Folke-Fichtelius, Stina Hallsén, Henrik Román, Wieland Wermke, Uppsala: Acta Universitatis Upsaliensis, 2016, p. 285-298Chapter in book (Other academic)
  • 309.
    Forsberg, AnnaCarin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Jag tror det beror på att vi inte riktigt definierat vad det är…: Förskollärares förhållningssätt till, och uppfattningar om, barns inflytande i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis is about a few preschool teachers' thoughts and ideas concerning children's influence in preschool. The purpose of the study is to examine preschool teachers' attitudes to, and perceptions of, children's influence in preschool. The questions of the study are: How do preschool teachers interpret the concept of influence in preschool? What opportunities do children have to influence everyday life in preschool according to preschool teachers? To collect all data a qualitative take on the interview method has been used. The results then were transcribed and analyzed according to Shier's (2001) five-step method for examining different degrees of influence. The model is based on Article 12.1 of the Convention on the Rights of the Child (1989). The conclusions of the study show that the concept of influence is difficult to interpret and that there is no common definition on how to actually incorporate real influence for children in preschool.

  • 310.
    Forsgren, Kalle Gunnar
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    ”Alla tolkar detta olika liksom”: Hur lärare i ämnet Idrott och Hälsa arbetar med bedömning, betyg och likvärdighet2019Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the present study was to examine how teachers in Physical education sees and approaches the work of assessment and grading and how that affects the equivalence in the subject. The theoretical framework of the study is based on Aaron Antonovskys SOC and its three key concepts; Comprehensibility, manageability and meaningfulness. The empirical material has been collected through qualitative in-depth interviews with six teachers in Physical education. The result shows that there are differences among the teachers in, for example, their perspective of equivalence, their interpretations of the curriculum and which working methods they are using when assessing and grading. The study’s conclusion is that the curriculum’s interpretability creates a requirement for the teacher’s subjective opinion. The differences between the interpretations leads to non-equivalent conditions for the students in the assessment- and grading process in Physical education.

  • 311.
    Forslund, Malin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Bilderboken i förskolan: Högläsningens betydelse för barns språkutveckling och delaktighet2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with this study has been to get a previous knowledge about how pre-school teachers look at the impact of the picture book for children and their language development and participation at the age of three to five years. The study was carried through inquiries at a pre-school in a west Swedish urban district. The study proceed from the sociocultural theory which means that children learn by teamwork with other more experienced individuals. The result shows that the pre-school teachers consciously let the interest of the children guide the choice of books. At the same time they push for the meaning of conversation with the children. The pre-school teachers prefers to work with a smaller group in picture book readings to stimulate language weak children and make them participant more. The children can look for and count things in the pictures, and the adults got a bigger focus on the talking child. Picture books are also meaningful in a theme at the pre-school. In the literature language is power and the children dare to take place, and that makes them participate in the pedagogical activity which takes place at the pre-school.

  • 312.
    Forsman, Karin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Visioner i skolan: En kvantitativ studie bland rektorer om visionens funktion i skolan och dess betydelse för ledarskap och skolutveckling.2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The concept of vision is multifaceted and is found in a variety of contexts, linked to both leadership and school improvement and assigned great importance in research in these areas. The purpose of this study is to contribute to the knowledge of vision-building in school and its impact on leadership and school development. A survey was conducted among principals in the compulsory school. The study is quantitative, in that the survey was carried out by means of structured questionnaires with fixed response options, which were then processed and analysed with regard to quantities, i.e. frequency, proliferation and co-variation. The study's scientific theoretical framework means that the intention is not to expose any absolute truths or to speak about causal relationships. I see these statistics as a way to detect patterns in a variation, which must then be interpreted and understood in the same way as other types of data. The survey is made on a convenience sample consisting of all principals within a geographically and administratively contiguous area that is composed of 14 municipalities.The non-random determination of population has been made by comfort choice. The result shows that principals largely perceive that the vision has great or very great significance for their potential to lead the school and for the school's development. Principals' perceptions of what features visions fill in school are unanimous. According to the respondents the vision has several features which have a different focus and purpose.

  • 313.
    Forssten Seiser, Anette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    En nyfiken betraktelse av de ökade kraven på skolans vetenskaplighet2016In: Kapet (elektronisk), E-ISSN 2002-3979, ISSN 2002-3979, Vol. 12, no 2, p. 103-115Article in journal (Other academic)
    Abstract [sv]

    Hur kommer det sig att tilltron till systematik och vetenskap är så stor i dagens utbildningssystem? Är det så att vetenskap likställds med säker och sann kunskap som kan användas för att komma till rätta med skolans aktuella problem och dilemman? Flera av de reformer som genomförts syftar till att få skolans professionella att inta ett mer vetenskapligt förhållningssätt vilket har bidragit till att intresset för praktikorienterade studier har ökat och att idag är allt fler lärare och rektorer aktiva aktörer i uppbyggnaden av den vetenskapliga forskningen. I arbetet med denna text konstaterar jag att det finns kopplingar att finna mellan den rådande diskursen om skolans vetenskaplighet och kraven på hög måluppfyllelse och goda elevresultat. I en tid då utbildningsnivå betraktas som ett viktigt konkurrensmedel hamnar stort fokus på skolans måluppfyllelse och elevernas resultat och på vilket sätt dessa kan förbättras snabbt och effektivt. Vad sker med undervisningen och skolans ledarskap i kölvattnet efter omvärldens ökade krav på vetenskap och systematik? I dag ligger makten och ansvaret för skolans utveckling till stor del på andra än på skolans professionella. Hur kan den maktbalansen förändras till fördel för lärare och rektorer? Slutligen har jag även reflekterat över hur denna utveckling legat till grund för mitt val av aktionsforskning som vetenskaplig ansats i det egna avhandlingsarbetet.

  • 314.
    Forssten Seiser, Anette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Education, Department of Education.
    Stärkt pedagogiskt ledarskap: Rektorer granskar sin egen praktik2017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the study is to generate knowledge about principals´ pedagogical leadership practice. Furthermore, the study aims at generate knowledge of what is happening in a joint action research practice when principals explore a pedagogical leadership. In the study the theory of practice architectures interacts with the choice of methodological orientation and is used to analyse the results. The study is embedded in the Nordic action research tradition. Partnership between universities and practitioners is seen as an important arena for professional development. The results are of importance to the principals who daily work to improve their schools. The students' learning and development appear to be an important and almost obvious component of the principal´s pedagogical leadership practice.

     

    The principal's pedagogical leadership is defined as an indirect leadership in which the principal focuses on arranging the conditions for the teachers so that they are given the opportunity to improve their teaching. A pedagogical leader is not just talking about changes, he/she also calls for concrete actions in the school's internal work. The principals´ pedagogical leadership can be described as orchestrating the surrounding arrangement in such a way that they enable a learning and collaborative practice at the school. Part of this orchestration is about supporting forms of cooperation so that good norms and a development-promoting culture are established. The study shows how trustworthy relationships in the groups were absolutely necessary for the participants to be able to change their understanding of the pedagogical leadership. The changes in the joint action research practice have been described as three stages: the establishment stage, the testing stage and the critical stage, where the names of the stages characterize what happened in the groups during different periods of time in the change process. A critical and emancipatory approach was developed in the process. 

  • 315.
    Fouganthine, Åsa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Lärares ledarskap2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is based on following questions:

    Which connection is there between structure of a lesson and high expectations?

    Which connection is there between structure of a lesson and positive relations with students?

    Which connection is there between structure of a lesson and collegial learning?

    Which connection is there between high expectations and collegial learning?

    What gender- experience- and – competence differences is there concerning a) structure b) high expectations c) positive relations to students d) competence development?

    The theoretical part identify four focuscategories which defines successful leadership among teachers`. The empirical part was implemented in a little municipality in Sweden and it contained a questionnairy in which teachers` valued their leadership within four focuscategories. These were “structure of lesson”, “high expectations” on students, “positive relations” to students and “professional development”. The study shows that there is relative strong connections between a distinct structure of a lesson, high expectations, positive relations to students and collegial learning. Teachers` with a distinct structure of a lesson, such as an accurate planning for each lesson with clear goals and a relatable structure on lessons and briefing specific notions also have a positive and supportive relations with all the students. These teachers` also create a positive classrooms environment which imprint security and calmness. Teachers` with distinct structure of lessons and visible learning also have high expectations on the students. In which high expecations means to give the students continuous feedback connected to knowledge requirement. The teacher also adapt the teaching to students needs and makes sure that students know that the expectations on them are high. Teachers` that have passion for their mission and develop their own learning external students needs and approve to collegial learning and develop their own leadership also have high expectations on students. These teachers` give students continuous feedback connected to knowledge requirement. They adapt their teaching to students needs and makes sure the students know that there are high expectations on them.

  • 316.
    Fransson, Malin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Instrumentalmusik som medierande verktyg i förskolan: Instrumentalmusik som strategi för att främja barns språkutveckling2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to inquire whether preschool teachers consciously support children´s language development by activating their ability to concentrate using instrumental music. In order to analyze this, a questionnaire survey among preschool teachers was accomplished. The result of the research reveals that instrumental music according to the preschool teachers can be used in order to foster children´s ability to focus and that they also mean that the ability to focus in turn has positive influence on children´s language development. However, the result indicates that not all the respondents make this connection. The majority of the preschool teachers get the connection between instrumental music and ability to focus, respectively the connection between ability to focus and language development. Yet they don´t connect all these three components. This indicates that preschool teachers don´t consciously make use of this connection to support children´s language development.

  • 317.
    Fransson, Sofie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Nyanlända barns mottagande och inkludering i förskolan2018Independent thesis Basic level (professional degree), 210 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to contribute to knowledge about how preschool teachers work with inclusion with newcomers, who do not know the Swedish language.

    The study is based on the special education perspectives where the descriptors of the preschool teachers are analyzed on the basis of these perspectives.

    The study was conducted with semi structured interviews as a quality method for acquiring knowledge about preschool teachers’ descriptions about their inclusion and reception practices. The study shows that preschools are positive to accept newcomers and include those in the preschool. However, it appears that there are shortages in resources to offer the best opportunity for newcomers inclusion when the Swedish language is missing. Preschool teachers emphasize the importance of respectful relationships with parents in order to gain their trust.

  • 318.
    Fransén, Ellen
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskollärares resonemang vid valet och användandet av böcker och appar2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to find out and compare how preschool-teachers choose literature and appendices to the departments based on their age and orientation. To answer my questions and my purpose, I use interviews in two different preschools. One preschool has a lot of focus on language and literature, from which I interview three preschool teachers from three different departments. The second preschool has more focus on digitization and various digital tools, from which I interview two preschool-teachers from the youngest as well as the oldest department. Choices of books and choices of apps are handled in a similar manner in the same department, but it may differentiate between preschools. It differs in planning and the influence of the children. According to the preschool-teachers, the quantity of books and apps have a big influence on the children’s learning and interaction.

  • 319.
    Franzen, Karin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Being a tour guide or travel companion on the children's knowledge journey2015In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 185, no 11-12, p. 1928-1943Article, review/survey (Refereed)
    Abstract [en]

    The purpose is to discuss two competing theories of learning in preschool based on preschool teachers' views of knowledge and learning. The focus is mathematical learning but the discussion is applicable to all early childhood learning contexts. Preschool teachers' views on children's learning and development is important for the pedagogy they use and affects how they structure everyday life in the preschool and could lead to consequences for toddlers' knowledge development. In Swedish research on learning, we can identify two dominant, competing perspectives, one based on a predetermined linear course that can be understood as adults defining what is important for children to learn, and a multidimensional perspective, starting with children's knowledge - what they already know and express with spoken or unspoken language. I advocate the broader view of learning since the linear view gives children little opportunity to influence what is to be learned and in what way. Children's initiatives are overlooked in favour of teachers' perceptions of what is important to learn.

  • 320.
    Franzén, Emelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Det ska vara minst lika kul att gå ut som att vara inne": En kvalitativ studie om förskolegårdens betydelse för barns möjlighet till motorisk stimulans och utveckling.2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Previous research has showed that children in our society are becoming increasingly more sedentary. At the same time, a lot of children spend most of their waking hours at preschool, which leaves the preschools with the responsibility of making sure that every child gets the motoric stimuli that it needs. Generally, this is done through unstructured play in the yard of the preschool. The yard needs to be designed in a way that challenges every child on their own individual level. Studies show that preschool yards can be deficient and that they have been under-prioritized during the last few decades. Research shows that preschool yards with big open spaces and a lot of vegetation furthers children's motoric development.

    This qualitative study was carried out through interviews with preschool teachers and scientific observation of the preschool yards. The result shows that the educators have a lot of awareness when it comes to children's need for movement and also that the preschool yards can have a varying degree of sufficiency. The preschool teachers mentions difficulties with having children of different ages in the same yard, the yards are often more appropriate for either older or younger children. I think my results are positive, but I also think that the study could have had a completely different outcome in another municipality or with a different selection of preschools.

  • 321.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Being a tour guide or travelcompanion on the children’s knowledge journey2017In: Early childhood pedagogies: Creating spaces for young children to flourish / [ed] Jane Murray, Oxford: Routledge, 2017Chapter in book (Refereed)
  • 322.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Skolledarskap och kön på 2000-talet. Betydelsebärande motstånd möterförändring2012In: Karlstads pedagogiska tidskrift, ISSN 1653-4743, Vol. 8, no 1, p. 7-28Article in journal (Other academic)
    Abstract [sv]

    Syftet med den här artikeln är att presentera och diskutera delar av datamaterial från ett forskningsprojekt med fokus på skolledarskap och kön. Studiens syfte är att undersöka den diskursiva konstruktionen av svenskt skolledarskap i ett könsperspektiv. I studien deltog fyra manliga och fyra kvinnliga skolledare samt nio kvinnliga och sju manliga lärare i svensk grundskola. Resultatet visade att när skolledare och lärare talar om betydelser inbäddade i begreppet skolledarskap har tre huvudsakliga subjektspositioner identifierats: supporter, chef och pedagogisk ledare. I en stor del av både skolledares och lärares tal positioneras skolledaren som supporter med innebörderna lyhördhet och tillgänglighet är dominerande. Jag har därför valt att diskutera innebörder och konsekvenser av supporterpositionen i den här artikeln. Studien visar inga betydande skillnader i de skolledande kvinnornas och männens konstruktioner av positionen supporter. Med andra ord verkar könsstereotyper inte vara styrande för deras tal. Däremot visar resultatet att könsdiskurser aktiveras i lärarnas konstruktion. Stereotypa föreställningar om hur kvinnor och män förväntas vara som ledare kommer till uttryck i lärarnas tal. Diskussionen reflekterar kring supporterpositionens dominerande ställning samt konsekvenser för ledarskapet. Vidare lyfts könsdiskursers betydelse för skolledarskapets utövande. 

  • 323.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Toddlers' mathematics - teachers view2013Conference paper (Refereed)
  • 324.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Under-threes' mathematical learning - teachers’ perspectives2014In: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 34, no 3, p. 241-254Article in journal (Refereed)
    Abstract [en]

    This project highlights preschool teachers' views of toddlers' learning in mathematics. The Swedish national curriculum covers even the youngest children who are 1–3 years old. Interesting questions are thus: what should mathematics be for this age group and how should preschool teachers work with maths to achieve the curriculum objectives? Data were collected through interviews with six preschool teachers working in four different preschools. The data show that the teachers emphasize the body as very important for the learning process, which means that for these children, it is not a matter of simply talking about mathematical concepts, but experiencing them bodily. The teachers also report that they now pay more attention than previously to what material the children use and how they interact with it. They are more aware of how they organize and offer the various materials in the preschool and how this influences the way children use them and, consequently, their learning processes.

  • 325.
    Fredholm, Olivia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Förskollärarens roll i barns rörelseaktiviteter: En kvantitativ studie om planerade fysiska aktiviteter i förskolans verksamhet2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to examine how preschool teachers’ view their role in physical activities with children, and also how preschool teachers work with the planning of movement activities in the preschool. The study was conducted through a web-based survey aimed at preschool teachers with a preschool teacher’s degree. A total of 113 participants answered the survey.

    The study used the psychomotor theory to explain and analyze the result that emerged from the study. The results show that preschool teachers view the implementation of planned movement activities in preschool as a very important task, and that teacher-led activities can occur in both planned and spontaneous forms. There is also an attitude among many preschool teachers that children get enough physical activity through the time they spend outside and free play. The results also show that preschool teachers who consider themselves competent regarding physical activity also plan movement activities to a greater extent, while preschool teachers who do not consider themselves adequately qualified plan physical activities to a lesser extent.

    The results show that the majority of preschool teachers have a positive attitude towards their role in physical activities with children and that it is very important to participate in planned movement activities as well as movement activities initiated by children. Lack of time and other work tasks are considered reasons that may reduce preschool teachers’ participation in these activities.

  • 326.
    Fredriksson, Elin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Motivationshöjande undervisning: Några lärares och elevers uppfattningar kring hur en-till-en-undervisning med datorer är utformad för att motivera elevers språk-, läs- och skrivutveckling.2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to investigate some teachers´and students´perceptions of how the teaching of the subject Swedish is designed to motivate the development of students´ language, reading and writing when one to one is used. The study has a the communicative relationally oriented perspective on teaching. The method that has been used to answer the purpose of this study is qualitative and is based on semi structured interviews with some teachers´and students´. The result of the study shows that computers should be seen as an important part of the teaching design to increase students motivation to schoolwork when teachers are forming the teaching. The computer can be seen as a motivational boost for both teachers and students in teaching, but above all, the study shows it facilitates in students´ language-, reading- and writing development. The teachers´ perception is that the major benefits of one to one teaching with computers lies in the ability to adapt for students in need of support. The teachers have different perceptions on how computers can be used in teaching. Nevertheless, they are based essentially on the same motivational factors to increase students motivation for schoolwork, wich are the same as they always have used. Both teachers and students have an idea that other factors appear to be as important as the computer in order for them to be motivated; the importance of the teacher, the importance of the teaching to be structured, and that the teaching is based on the interest of the students, that it feels relevant and can be related to, are also important motivational factors in one to one teaching with computers.

  • 327.
    Fredriksson, Rebecca
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    De yngsta förskolebarnens samspelskompetens i leken: En studie om tillträdesstrategier, inkludering och exkludering2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Mitt syfte med denna studie är att bidra med kunskap om hur de yngsta barnens sociala kompetens synliggörs i samspelssituationer på förskolan. Jag har riktat särskilt fokus på hur barnen gör för att inkludera och exkludera varandra i lek och samspel, samt vilka tillträdesstrategier barnen använder för att få tillträde till en pågående lek. Som teoretisk utgångspunkt har jag utgått från William Corsasos syn på barns socialisation. Studien genomfördes med kvalitativa observationer där jag förde anteckningar i form av löpande protokoll och jag observerade tio barn i ålder 1-4 år.

    I mitt resultat framkommer det att de yngsta barnen på förskolan har kunskaper och erfarenheter om hur samspel och lek etableras. Barnen vet om, redan vid ettårsåldern, att det krävs ett gemensamt fokus, en ömsesidighet och en kunskap om förhandling för att ett samspel ska lyckas. Resultatet visar också att denna ömsesidighet oftast byggs upp av signaler som blickar och leenden. Studien visar också på att det är viktigt för barnen att upprätthålla en god gemenskap och att agera på ett socialt accepterat sätt, oavsett om det avser vara en inkludering, exkludering eller ett sätt för att få vara delaktig i en pågående lek.

  • 328.
    Fryk, Lotta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Teknik i förskolan: En intervjustudie om förskollärares kunskaper och arbetssätt2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to examine how teachers work with technology in preschool in order to achieve the new objectives of the curriculum. Do they have sufficient experience and knowledge in the area, or are they finding that their experiences and knowledge are not enough? The intention is also to find out about if training in technology can generate interest and more applications in preschool. The method used was interviews and it was a total of eight preschool teachers in a small town in Sweden who participated in the study.

     

    The result shows that all preschool teachers believe that technology is a vital part in preschool. They believe that the foundation is laid for the younger; they want to give them experiences that they can build upon when they grow older. The result also shows that some of the preschool teachers need to be more aware of what they are doing with technology objectives; they should not just force them into the curriculum without thought.

  • 329.
    Fröberg, Louise
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Bemötandet av barn frågor i ämnet biologi: En studie om hur pedagogerna bemöter barns frågor vid en biologiaktivitet2019Independent thesis Basic level (professional degree), 210 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study was to study how the educators communicate with children by finding out how they respond to the children's questions in an activity that contains the subject of biology. But also to get a deeper understanding of how the educators think when dealing with the children's issues in the activity and whether there are any connections between how the educators think and act when interacting with the children. The study was carried out in two different preschools with four different educators during four different activities in the subject of biology. In the activities, between 3-5 children aged 3-5 years were present. I have used structured observation and a supplementary semi-structured interview after the observation with each educator. The result of my study shows that the way educators respond to the children's issues in the activities varies, but the fellow researching way of asking counter-questions to the children is the treatment that dominated the responses. The result showed that all educators felt it was important to start from the children's interest when conducting the activity. Differences can be seen in the result of how the educator addresses the child in practice and how they think about their own way of interacting with the children.

  • 330.
    Fröman, Emilie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskolepedagogers arbetssätt i naturmiljö: En enkätstudie med pedagoger i förskolans verksamhet2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to get a greater understanding of the realities of how preschool assignments are written in the curriculum.

     

    The study is based on a survey where preschool teachers, childcare workers and other personnel have participated. However, I have chosen to use preschool teachers' responses to the survey.

     

    The study shows that the majority of preschool teachers visiting nature sometimes regardless of the preschool teachers age. The activities that typically occur in the natural environment are "free play" and motor activities. There are also elements of example gardening and storytelling of fairy tales. Preschool teachers perception of one's own team's expertise in science is that, the majority of preschool teachers believe their employees have enough knowledge to conduct a meaningful area in nature. To take advantage of children's interests when planning activities that occur in nature based on number of years worked in preschool, one can see that those who worked less than 20 years taking more advantage of children's interests than those who worked 21 years or more. 

  • 331.
    Fungula, Bob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Oral Corrective Feedback in the Chinese EFL Classroom: Methods employed by teachers to give feedback to their students2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is an empirical study based on English as a foreign language (EFL) teachers' experiences. The study is on Chinese EFL teachers’ usage of different oral corrective feedback (OCF) types as well as their own beliefs as to what strategies they make use of most frequently and what they do to improve their own OCF. Semi-structured interviews and non-participant observations were employed as instruments for the data collecting process. Four Chinese EFL teachers were interviewed, one male and three female, with varied amounts of professional experience and of different ages. Four observations were made in the classrooms of the same teachers as a supplement to the interviews. The interviews were analyzed by means of content analysis. The results indicate that Recast is the most commonly used feedback method and that the teachers had different thoughts on which feedback method was the most effective or the one they most frequently used. Furthermore, the results indicate that there are differences between teachers’ beliefs about their feedback strategies and the observation results.

  • 332.
    Fältskog, Lisa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Surfplattan, ett verktyg för barn i alla åldrar?: En jämförelsestudie om arbetet med surfplattan i förskolan med de yngsta och de äldsta barnen.2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a comparative study on the use of the tablet device in preschool. The aim with this

    study is to find out how the teachers are using the tablet device in preschool. Depending on

    the child's age, what differences or similarities becomes evident in the use of the the tablet

    device? In order to get answers to the research questions teachers from two different

    preschools was interviewed.Teachers who work with the younger children and teachers who

    work with the older children.

    The result shows that teachers with the younger children want their children to explore the

    tool and gain experiences through the tablet device. The teachers also want to use the tablet

    device as a tool in their work. Based on the results, it seems that teacher with older children

    are afraid that the tablet only will be used for playing games. They believe that if children are

    going to use the tablet device, it should be with a developmental and learning intention.

  • 333.
    Gard Günster, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Läsvilans innehåll ur ett barngruppsperspektiv.: Barngruppens lärande och socialisering i ett kommunikativt samspel.2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is based on a survey of preschool educational activities and the aim has been to examine the activity read-rest from a children's group perspective. The method used is child group interview and the conversation was recorded on tape. Participants in the interview have been four prospective preschool children and together in the group they have a safe community. During the interview we have used the communicative encounter and the children's own stories have been the foundation as we go along in the interaction has reflected on the read-rest. The result has shown that the read-rest´s is an occasion where every participant has the opportunity to influence which book to use during reading aloud. The books used think the kids are interesting and fun and the books are placed accessible to all participants. During the activity the atmosphere is permissive by the children offered to bring a stuffed animal that they can use to stimulate feelings. On some occasions offered children to get drawing during reading aloud and the children creates makes the basis of their own ideas that kids visualizes in his memory. When the kids and I have dialogue about what can be done differently during activity mediates the kids that it is the teacher who reads under the read-rest. During the conversation we discuss what is fun to do during the activity and then tells the children about their experiences when they play the read-rest. In play children generate relations together and they agree on who should lead the read-rest and who should participate. The books they use in the game contains a rich imagery that provides children with different emotions and joy of storytelling. The common game develops children's social learning where they are meeting with each other share their experiences and imagination and create a collective learning. By the children's group and I in the communicative encounter had dialogue on the read-rest together we create understanding and transparency of our own opinion and perspectives of others that gives us in the group of new experiences on event content.

  • 334.
    Geisler, Louise
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Den likvärdiga förskolan: Likvärdig undervisning i förskolan sett ur förskolechefens perspektiv.2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to raise the point of view and the work around equivalent education in preschool. In the study, qualitative interviews has been used as data collection method according to a guide, but follow up questions have been based on the responders answers. Five different preschool managers has been interviewed to get a wide range of their look on equivalent education. The responder’s answers has been analyzed according to the thematic analysis. The result shows that all the different head of preschools felt that equivalent education is an important matter to raise the quality and the meaning of the preschool. They also felt that it’s important to have knowledgeable and professional staff at the preschools, because it has a big meaning of how the head of preschools can complete their assignments. The result is connectedto the ecological system theory.

  • 335.
    Geisler, Pontus
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns tankar om eld: En studie om förskolebarns föreställningar om eld som kemisk process2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to show pre-school children's conceptions on combustion and their thoughts on the conditions the process include. The data collection method this study used is through interviews. All of the children interviewed attend pre-school. All children who participated in the study are six years old. The interviews touched on different issues of fire, such as, how to start a fire, how to maintain a fire and how to extinguish a fire. Previous research about children’s conceptions and children and fire is the basis of the survey. The survey has shown that the children's explanations cannot be compared with the scientifically accepted theories even if the children seem to have some understanding about the conditions that are needed in the chemical process of fire. The children has mentioned fuel and heat as the main conditions for fire, while many has an uncertainty against oxygen. One of the children has shown a greater understanding of the purpose of oxygen. The children's knowledge about this subject mainly comes from experiences in an environment where caregivers is present. Suggestions for what preschool teachers can work with within the occupation has been show. 

  • 336.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Hudson, Brian
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). University of Sussex, UK.
    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).
    Stolare, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Powerful knowledge, transformations and the need for empirical studies across school subjects2018In: London Review of Education, ISSN 1474-8460, E-ISSN 1474-8479, Vol. 16, no 3, p. 428-444Article in journal (Refereed)
    Abstract [en]

    In this article, we explore the concept of 'powerful knowledge' which, from a curriculum studies perspective, refers to the aspects of content knowledge towards which teaching should be oriented. We then consider how the concept of 'powerful knowledge' can be developed and operationalized as a research framework within studies in subject-specific didactics across the curriculum by relating it to the analytical concept of 'transformation'. Transformation is perceived in this case as an integrative process in which content knowledge is transformed into knowledge that is taught and learned through various transformation processes both outside and within the educational system. We argue that powerful knowledge cannot be identified based on the discipline alone, but needs to consider transformation processes and be empirically explored. A variety of theories and frameworks developed within the European research tradition of didactics are described as ways to study transformation processes related to powerful knowledge at different institutional levels as well as between different subjects and disciplines. A comparative research framework related to subject-specific education is proposed around three research questions.

  • 337.
    Gerke, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Gynnsamma lärmiljöer: En studie om fem tidigarelärares uppfattningar om delaktighet och tillgänglighet för elever i språk-, läs- och skrivsvårigheter.2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka lärares uppfattningar om delaktighet och tillgänglighet i lärmiljön för elever i språk-, läs- och skrivsvårigheter. Vidare syftar studien till att fördjupa förståelsen för lärares uppfattning om möjligheter och utmaningar vad gäller att skapa gynnsamma lärmiljöer för alla elever.

     

    Fokus för studien är grundskolans tidigare år. Den metod som använts i undersökningen är kvalitativa, halvstrukturerade intervjuer. De teorier som använts för att tolka resultatet är baserade på ett sociokulturellt och ett relationellt perspektiv på lärande.

     

    Resultatet visar att aktiviteter där eleverna samarbetar främjar både lärande och social interaktion. Respondenterna anger en rad framgångsfaktorer de anser viktiga i arbetet med att skapa gynnsamma lärmiljöer för alla elever. De delar även åsikterna att man som lärare bör möta eleverna där de befinner sig kunskapsmässigt samt erbjuda stöttning respektive utmaningar utifrån varje elevs behov.

     

    Det framkommer emellertid att det finns variationer när det gäller vilken sorts stöd eleverna erbjuds. Resultatet visar att det kan se olika ut i olika verksamheter beroende på vilka prioriteringar som görs i organisationen samt vilket perspektiv på lärande som dominerar. En gemensam uppfattning är att samarbete mellan olika aktörer inom organisationen, såsom politiker, skolledare och lärare, är en viktig förutsättning för att skolan ska lyckas skapa gynnsamma lärmiljöer. Studien bidrar till en fördjupad kunskap om lärares perspektiv på tillgänglighet och delaktighet i lärmiljön för elever i språk-, läs- och skrivsvårigheter.

  • 338.
    Glad, Jessica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Lego i förskolan: En studie om vad användandet av Lego har för syfte i förskolan.2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study aims to find out what function Lego has in preschool, from a gender perspective, when it comes to children's construction, accessibility and education related to technology. The result shows that Lego has a purpose in pre-school when it comes to construction and play but also to give the children opportunity to a calm activity. The study has been conducted through interviews with three preschool teachers at various preschools in two different communities. The result shows that Lego didn´t have a place in the planed activity’s in preschool but a lot of time and opportunity in the free play. The study shows that technology in preschool is something that the preschool teachers want to work more with. They think they use technical concepts and are aware of what building and constructing things gives the children. I can also see an awareness of the choices that preschools have when it comes to gender and buying Lego and that they mixed all different kind of Lego and how it is presented to the kids.

    Keywords: gender, Lego, preschool, technology

  • 339.
    Gotborn, Ann
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Musikstund i förskolan: En intervjustudie av förskollärares perspektiv2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this thesis is to examine music activities in preschool from the perspective of preschool teachers. It presents how preschool teachers regard working with music, their purposes with musical activities and how children in this context can be given influence and have an opportunity to use their creativity The study was conducted with qualitative interviews with four preschool teachers, and the theoretical background was based on a socio-cultural perspective.

    The result shows that music activities are usually spontaneous and initiated by both adults and children. Preschool teachers regard music in a positive way but they also expressed insecurity about their own knowledge of the subject and their competence to teach music. Music often becomes a mean to learn something else, not a goal in itself. The preschool teachers experience that the children are given opportunity to influence the music activities and that they have access to different materials such as instruments. The use of the materials are often connected to different requirements. The role of the teacher in relation to the children's creativity are considered to be that of a role model and embrace the children's initiatives. That requires a permissive way of working.

  • 340.
    Granath Brännbacka, Kristin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Balansen mellan struktur och frihet i estetiska läroprocesser2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 341.
    Granqvist, Josefin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Det värdefulla bild- och formskapandet: En studie i tre förskollärares förhållningssätt, värderingar och förutsättningar för att utveckla bild- och formskapandet i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My purpose of this study was to investigate three preschool teachers different conditions and values in terms of how they work with art and visual creativity in preschool from three perspectives; the preschool teacher's different approaches to art and visual creativity, children's influence in the art and visual creativity and how a creative environment can be planned in preschool. The method I have used is individual qualitative interviews with three preschool teachers that work in preschool. The results showed that preschool teachers have different terms and conditions to work with art and visual creativity in preschool but what they had in common were their perspective and approaches towards children's right to influence and the view of the intrinsic value of art and visual creativity. One conclusion I've made on the basis of the result is that the three different perspectives; preschool teacher's different approaches to art and visual creativity, children's influence in the art and visual creativity and how a creative environment can be planned in preschool are in interaction with each other and interdependent.

  • 342.
    Grefbäck, Johanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Kommunikationen vid bildskapande aktiviteter i förskolan: En kvalitativ undersökning om verksamma pedagogers tankar kring kommunikation vid bildskapande aktiviteter.2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to acquire deeper knowledge about active educationalists’ views and perceptions of communication in preschool and how these are expressed during drawing activities. In order to answer this I have conducted qualitative interviews with three active educationalists at preschool level. The study shows that communication plays a large and important role during drawing activities at the preschool studied.

    This is where the interaction between the children and educationalists come into play and where the children’s interests and influence is largely significant. This in turn contributes to how the educationalists can encourage good communication skills by listening and where the children’s thoughts, ideas and their previous experiences are observed during the drawing activities. In order to achieve better communication the relevance of the material is largely dependent on how accessible and visible it is to the children, as well as how varied the supplies are in order to contribute to an increase in communication for the children.

  • 343.
    Grenholm, Jan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Högskolan i Gävle, Avdelningen för elektronik, matematik och naturvetenskap.
    Teknik eller inte?: Attityder och intressen bakom grundskoleelevers val av framtida studievägar2016Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    Uppsatsen handlar om hur elever i grundskolan resonerar inför sina val till gymnasieskolan.

    Attityder, beteende, nyfikenhet och intresse är nyckelord genom hela undersökningen där vi får ta del av ungdomars tankar om framtida studier och yrken. Via fokusgruppsamtal får grundskoleelever komma till tals. I de samtal som förs lyfts frågor om exempelvis intressets betydelse, vilka personer som har påverkat dem och övriga motiv som har varit avgörande när det gäller framtida studievägar. Bland annat samtalas det om orsaker till varför många ungdomar fortfarande väljer traditionellt könsstereotypt och varför man i stor utsträckning undviker utbildningar med teknisk inriktning. I processen har Grounded Theory använts som metod för såväl genomförande som analys. I den modell som teorin bygger upp är begreppen attityd och intresse gemensamma nämnare för merparten av samtalen. Studiens övergripande resultat visar att ungdomarna är väl införstådda med arbetsmarknadens krav på utbildning och att de anser att de i allmänhet tar självständiga beslut när det gäller studieval.

    Studien visar på de möjligheter och hinder som ungdomar möter i deras väg till att finna en yrkesidentitet. Den bidrar med beskrivningar av grundskolelevers förhållande till skolarbete i allmänhet och ämnet teknik i synnerhet.     

     

  • 344.
    Groth, Elin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Miljöns betydelse för en väl avvägd dagsrytm: En studie om miljöns betydelse för en väl avvägd dagsrytm, där lekens intensitet har möjlighet att variera2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to show how pre-school teachers think they can offer children a well-balanced daily rhythm of play in a well-arranged physical environment. In order to investigate this, I have used interview as a method of collecting data. The interviews were done at two municipal pre-schools in a town in Sweden. The theory I have used to analyze the collected data is norm-critical perspective. The result shows for instance that pre-school teachers are experiencing a clear connection between a well-arranged physical environment, and the opportunity to a well-balanced daily rhythm. The result also shows that the pre-school teachers think that they must create conditions in the environment, so the intensity of the children´s play can vary, and for the environment to offer a space for recovery. In their view this also creates the opportunity for the children to get a well-balanced daily rhythm.

  • 345.
    Grundin, Jenny
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Biologi i förskolan - med eller utan styrdokument: En studie om inkluderingen av ämnet biologi i förskoleverksamheten och hur det har förändrats under de senaste femtio åren2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine the inclusion of biology in the early childhood education and how it has evolved over the last fifty years. What subjects and approaches have been included and what motives were given.

     

    This study was divided into two sub-categories were text analysis was used to find out how biology has been included in the early childhood education throughout the years. On the basis of this field study was conducted, as well as qualitative semi-structured interviews to find out how the early childhood education works and has been working with regards to biology.

     

    The results show that the curriculums as well as the teachers who have worked with this subject, has done it differently over the years. It’s also been found that the community has had a significant impact on the preschool content, as well as knowledge and personal interest.

  • 346.
    Grunnlid Takala, Fannie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    När Hulken mötte Barbie: -Pedagogers förhållningssätt till könsstereotypa leksaker i förskolan2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate how preschool teachers reason about gender stereotypical and gender neutral toys and other material. I would also like to see how the pedagogues reason about gender segregation when it comes to toys. To investigate the issue, I have interviewed three pedagogues from different preschools. The results showed that the work procedures differed a bit from school to school, although they all wanted to achieve the same goal. A goal that our curriculum mention as well: Not to make a difference between boys and girls. It was permeated during the interviews, that the interaction between children as well as between children and adults in the course of play is significant in order to achieve a good preschool environment. One had different approaches to achieve the goal though.

    I hope that this study will contribute to new ideas and thoughts on what role the pedagogues in preschools play regarding these materials and toys. 

  • 347.
    Gruvborg, Ann-Sofie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Nivågruppering eller inte?: En studie av erfarenheter hos elever i årskurs 82013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study is to describe students' experiences of different ways of organizing the teaching in mathematics. In my work, I have used the focus group method. The work is based on three focus group interviews with three students in each group. Students who are in grade 8 were during a period divided into ability groups in mathematics education but are now taught in one group. The results show that students' experience of the organization of mathematics teaching differs from which ability group they were taught in. Participants who previously received training in the most advanced group are the ones that are the most positive about working in homogeneous groups, while students from the least advanced group apprehend most benefits with heterogeneous learning groups. In all of the three focus groups the importance of teaching models and teaching materials for their motivation and learning is revealed. Students feel that the teaching model of lectures and individual work has been and is the most common. The views on this model differ in a positive and negative sense between the groups , but from the perspective of their own learning experience students generally secure in textbook-driven lessons.

  • 348.
    Gräsberg, Frida
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Förskollärares tolkning av bygg och konstruktion i verksamheten.: En studie om pedagogers möjligheter för undervisning gällande bygg och konstruktion i ämnet teknik.2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to investigate pre-schooler teachers interpretation and preception of building and construction in technology together with the children. The preschool curriculum states that preschoolers should stive for each child to ''develop their ability to build and construct using differnt techniques, materials and tools'' (Skolverket, 2016, p. 10). To meet answer this purpose, the follwing questions have been the starting point: How do educators interpret the curriculum goal regarding building and construction? And how can the goal be concretized in the activities of the educators? In order to answer the question, interviews have been held at two different preschools with six different legitimized preschool teachers. The results of these interviews show how the pre-schoolers teachers reflected what building and construction were in their activities and what individual preschool teachers perceive is building and construction, how they see their role in involvement in activities is building and construction and the approach to the curriculum goals. The result also takes up the pre-school teachers' thoughts on continuing education on technology in the preschool.

  • 349.
    Gröning, Linda
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Friskare förskola: Att förebygga smitta i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 350.
    Gundahl, Emma
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Att arbeta med hållbar utveckling i förskolan: En studie om pedagogers perspektiv på barns lärande i relation till arbete med hållbar utveckling2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study was to examine educators perspective on work with sustainable development in preschools and as well how they perceive childrens learning based on a complete material for the problems of littering at lakes and streams. In order to implement the study I have performed qualitative interviews and observations. The results showed that the preschools in the survey do not actively work with the problems of littering at lakes and streams but they will raise the subject if interest from the children reveals. Littering at lakes and streams is not something familiar to the participants in the study, but they consider that there are opportunities to work with the problem in the preschools. However, the study showed that other topics within sustainable development that were more visible to them were prioritized. Furthermore, the results from the observations show that educators find that a completed activity material is a good way of creating an interest in sustainable development for the preschool children.

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