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  • 51.
    Andersson, Eva
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Förutsättningar för elevinflytande i grundsärskolan: Tillit, lyhördhet och vilja2017Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The curricula that defines special needs education in Swedish grammar schools states that students with intellectual disabilities should be given the possibility to participate in the planning and shaping of teaching and learning activities. The purpose of the study is to examine conditions regarding special needs students’ influence and how this influence is mediated. The focus of the study is subject based classroom situations. The method for collecting data has been observations. The empirical data consists of around 16 hours of video recordings, in addition to field notes. The observations took place in two special schools and all together 10 pupils, 5 teachers, and two student assistants participated. The theoretical framework is based on sociocultural theory with a specific focus on mediation. By using the theoretical terms object and subject positioning, the study also focuses on how teachers and students position themselves and each other. The results show that the students with intellectual disabilities are given opportunities for influence, but not very frequently.  

    The most important mediating factors to promote influence are the teachers´ trust in the students´ abilities and skills, and the teacher’s keen responsiveness to the students’ expressed personal will. Influence is mediated both through the possibilities of participation that teachers offer, and the teachers’ affirmation of the students’ requests. Furthermore, the study shows that students are more likely to gain influence in one-to-one meetings with the teacher, where the focus is on the student’s individual interests and preferences. In order to provide increased levels of influence to all students with intellectual disabilities, teachers need to plan the education with focus on democratic processes.

  • 52.
    Andersson, Fanny
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Planerad fysisk aktivitet i förskolan: En studie som undersöker pedagogers upplevelser av deras arbete med planerad fysisk aktivitet i förskolan2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to investigate how educators perceive their work with the planned physical activities. The study is seen along a norm- critical perspective. Yrkesföreningar för fysisk aktivitet (2016) writes that children and young people are recommended to move and get their heart rate up to about 60 minutes each day, which can be done by, for example, riding a bike and running. In the study I will investigate if educators follow these recommendations or how much physical activity kids are actually getting at the preschool. The study will highlight the importance of the daily physical activity for children in pre-school and also to study the impact children can have when it goes missing out on physical activity.

    This study was made through qualitative interviews, where two preschool teachers, a child caretaker and two preschool teacher students (both have a child caretaker education since earlier) were interviewed. The results of this study showed that the educators had a positive attitude to physical activity, and they feel that their work with the physical activity most often occurs in the context of a collection or spontaneously. It was also revealed that the educators felt that the planned physical activity, often, the priority was given away, and some thought that the kids move enough outdoors and in free play.

  • 53.
    Andersson, Frida
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Matematik i förskolan: Pedagogers synliggörande av matematik i sandlådan2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to provide knowledge about how teachers visualize mathematics by playing in the sandbox with the children. Two approaches have been adopted in order to investigate this which are unstructured observations and semi-structured interviews. These methods were chosen to complement each other to produce the clearest results possible.

    The results show that teachers' awareness of the mathematics that occur in the sandbox is of great importance. The teachers should be involved in the children´s sandbox play to participate and designate various mathematical concepts that appear. By teachers terms mathematics is made visible on the children. Artefacts found in the sandbox, such as buckets, shovels and forms are helpful to children's mathematical learning.

  • 54.
    Andersson, Hanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pedagogers roll i barns lek: En studie om pedagogers tankar om sin roll och delaktighet i barns lek i förskolan.2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 55.
    Andersson, Helen
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Utforskandet av vatten i förskolan: Hur yngre barn uppmärksammar och utforskar vatten samt utfroskandet av vattnets fasomvandlingar i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 56.
    Andersson, Ingegerd
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Skolmiljöns betydelse för inkludering2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie undersöker fyra grundskole - och grundsärskoleelevers upplevelser av den egna skolmiljön i en inkluderande verksamhet. Studien är baserad på kvalitativa undersökningsmetoder som deltagande tekniker, observationer och samtal. En analys av materialet har gjorts utifrån rumslig, social och didaktisk aspekt av inkludering. Resultaten av studien visar att eleven kan vara inkluderad utifrån en eller flera aspekter. Eleverna har beskrivit sin skolmiljö och uttryckt de behov de har för att kunna delta i skolans arbete. Det finns en samstämmighet hos eleverna i deras önskemål om en lugn miljö och arbete i mindre grupp. Trots att klassrummet synbarligen hade en lugn miljö, var det ändå ansträngande att vistas där en hel lektion.

    För att utveckla skolans arbetsmiljö kan man arbeta med ett mer medvetet förhållningssätt till klassrummets utformning. Klassrummet ska vara en plats för lärande och en social mötesplats. För att göra skolan tillgänglig måste miljön studeras utifrån olika synvinklar och där kan eleverna vara med och påverka. Studien kan bidra till att lyfta fram metoder och synsätt för att göra skolmiljön tillgänglig för alla elever.

  • 57.
    Andersson, Isabelle
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Kommunikativa redskap i förskolan: En studie om förskollärares användning av kommunikativa redskap2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to explore how and which communicative tools five different pre-school teachers use to communicate with children in the ages of one to two years old, and in that way contribute to the area of knowledge about how to use communicative tools in pre-school. To answer the purpose and the questions of issue I used non-participating observations as my method, which means that I kept myself in the background to influence the situation as little as possible. The result shows that pre-school teachers use different artifacts, ACC and the pre-school environment to communicate with children. ACC was for example used in connection to food situations.

  • 58.
    Andersson, Jeanette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Att bemöta barns frågor om hur barn blir till: En intervjustudie om pedagogers syn på ämnet fortplantning i förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The aim of the study was to investigate how preschool teachers deal with and relate to the topic of human reproduction. In total, there was three different preschools and ten preschool teachers who participated in this study. To be able to take part of the preschool teachers approach and how they are working, semi-structured interviews was used as a method. To compare the preschool teachers answers with what was written in children’s book, a text analysis was also used as a method. The survey addresses the explanatory models and concepts that the preschool teachers use and what materials they use to give the children an understanding of human reproduction. It turned out that preschool teachers do not perceive that human reproduction is an inconvenient or embarrassing subject to talk with the children about. However, the result showed that they experienced various obstacles to working with human reproduction in preschool. The preschool teachers stated that there may be different difficulties in addressing this topic with the children as there may be parents who can have strong opinions about whether or not their children should have this knowledge. Other difficulties mentioned by the pedagogues were if there were any children with same-sex parents or if there were children from another culture that complicates the work on this subject. In the result, it also appears that the pedagogues think that there are good books that deal with the subject, which will be a help and a tool to explain to the children how reproduction works. 

  • 59.
    Andersson, Jessica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    ”Böcker och berättande är grogrunden för de små barnens språkutveckling.”: Några förskollärares inställning till berättande i förskolan.2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta examensarbete handlar om några förskollärares inställning till muntligt berättande i förskolan. Syftet med studien var att få kunskap om vilken syn några förskollärare har till berättande, hur ofta berättandet sker samt olika former av berättande som används på förskolorna. För att synliggöra detta har enkäter skickats ut till 20 verksamma förskollärare, svaren har sedan analyserats och sammanställts.   

    Resultaten visar att förskollärarna målmedvetet använder muntligt berättande samt högläsning i förskolan för att främja barnens språkutveckling. Berättande aktiviteter äger i de flesta fall rum minst en gång varje dag. Resultaten visar också att det finns en stor variation av berättande aktiviteter på de berörda förskoleavdelningarna.   

  • 60.
    Andersson, Linn
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pedagogers arbete med hållbarutveckling i förskolan: Det konkreta arbetet och barns inflytande i arbetet med hållbar utveckling iförskolan.2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka hur pedagoger arbetar med hållbar utveckling i förskolanoch hur det konkretiseras i arbetet med barngruppen, samt hur barnen inkluderas i detsamma.Syftet är även att undersöka om arbetet med hållbar utveckling sker medvetet eller omedvetet.Studien kommer att utgå ifrån ett fenomenologiskt perspektiv där arbetet med hållbarutveckling utformas efter barnens egna erfarenheter och intressen, samt ur ett sociokulturelltperspektiv där samspel med omgivningen är grunden till barns lärande. Undersökningenbelyser hur det konkreta arbetet ser ut i förskolan men är även starkt kopplat till ettdemokratiskt synsätt där barns inflytande bör genomsyra arbetet med hållbar utveckling iförskolan.Den metod som använts är semistrukturerade intervjuer med pedagoger iförskoleverksamheten. Intervjumetoden har gett en tydlig och detaljrik data till studien.Undersökningens resultat visar att barns egna erfarenheter är en viktig aspekt för barnslärande, och att barnen även lär i samspel med sin omgivning. I resultatet så blir det synligt attpraktiskt arbete och samspel leder till diskussioner och reflektioner som sedan i sin tur ledertill ett utvecklat lärande om hållbar utveckling.

  • 61.
    Andersson, Maja
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Naturvetenskap i förskolans läroplan: En studie om förskollärares uppfattningar om naturvetenskap i den reviderade läroplanen för förskolan.2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Swedish curriculum for preschool were revised in 2010. In the updated and developed version of the curriculum science has been given greater emphasis with new and improved course objectives. One reason for the revision was the decline in interest for science later in life and the drop in number of students who pursue a higher education in science. The preschool teachers now have the responsibility to include the subject in the daily routine. Thus, the management must see to that the teaching staff possesses the skillset necessary to complete the task at hand. The purpose of this study is to investigate which impact the revised curriculum has had regarding science in preschool. Further, the aim is to investigate what kind of support the teachers have had with the curriculum and if they, themselves, consider their skillset to be adequate to fulfill the course objectives. To answer the questions posed, a qualitative interview method was used. Nine interviews were conducted out of which six with preschool teachers and three with preschool managers. The results indicate that the teaching staff does not fully comprehend the curriculum or how to use it in regard to science and the use of science in the preschools. The study has also shown that the lack of support during the implementation of the revised curriculum may potentially have had a negative effect on the will and skillset of the teaching staff thus hampering the work with the course objectives. To be able to give science an equal part in the curriculum as other subjects and to expand the work with science in the preschools further education of the teaching staff is needed, as well as more support from the management. 

  • 62.
    Andersson, Marika
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Uppdrag arbetslagsledare: En kvantitativ studie om arbetslagsledares ledarskap.2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    There is a lot of knowledge today about factors that lead to increased results for the students. Nevertheless, in Sweden, we still have a high proportion of students who do not reach secondary competence in grade 9. At the school where I am principal, an analysis was conducted in the autumn term 2016 for a collaboration project with the Swedish National Agency for Education. The result of this analysis shows how the team leaders are an unutilized resource, whose mission has become more about mediate information from the principal to the team and conducting team meetings, than to lead school development processes. 

    In view of this, I ask the following questions: 

    1)    Which leaderships do team leaders practise in different situations?

    2)    How can team leaders view for their own mission understands?

    3)    In what way do different background variables affect the way the team leader practise her leadership? 

    A number of hypotheses are set up in purpose to try to answer these questions and data collection is done by sending questionnaires to team leaders in various elementary schools. The background variables tested are: gender, time at workplace, time as team leader, how the assignment is assigned, the size of the team, first teacher or not, and what head of school the respondent has. 

    The respondents reads six different scenarios and then take a stand in different action options, based on the theories of four different leaderships: abdicated leadership, authoritative leadership, communicative leadership, and ethical leadership. There is also a fifth option where the respondent is given the opportunity an alternative of her own. 

    The result of the survey shows that the leadershipstyle that team leaders, regardless of  background, choose to the highest degree is the ethical-communicative. Except in scenario 1 which is about managing a case where a colleague does not comply with the norms and values ​​of the school. An analysis of the result also shows that there must be a clear mission statement with a clear mandate that should be known by everyone. This will create greater prerequisites for the team leader to lead the necessary processes towards increased goal achievement.

  • 63.
    Andersson, Miranda
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Måltidspegagogik i förskolan: En kvalitativ studie om pedagogers upplevelers av den pedagogiska måltiden i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This qualitative study focuses to highlight the pedagogues’ experience of the pedagogic meals in preschool. In the study has six pedagogues from three different departments/preschool been interviewed. The interviews were recorded, transcribed and analyzed and then categorized. This study is based on socio-cultural perspective, where learning occurs in interaction with others and language is seen as a mediating tool.

     

    The result of this study reveals that the pedagogues believe meals to be important for the children’s social skills. Furthermore, many learning situations occurs at mealtime and it is important that the pedagogues are good role models during the meals. The environment during the meals differs a lot, however nice and quiet sought during the meals.

     

    In the result, it appears that all pedagogues see meals as a pedagogic situation, although special educations before the meals are never planned. It is found that even the children have the opportunity to steer the conversation during the meals and take food by themselves. The pedagogues also consider the learning of math and language develops through the conversation during the meals.

  • 64.
    ANDERSSON, MONICA
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    ”Barnens intresse styr över hur vi arbetar med naturvetenskap och teknik i förskolan”: En studie av förskollärarens sätt att beskriva hur de kan tillvarata och utveckla de yngsta barnens, 1–3 år, intresse för ämnena fysik och teknik2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to gain an in-depth understanding of how a preschool can work with the subjects of science and technology in a well-thought-out way. The purpose of the study is also to provide more knowledge about which different ways pedagogues can use and develop the children's interest in technology and physics. The study is qualitative and has been carried out by studying documentation from social media published by the preschool. The documentation has since been a basis for the semi-structured interviews that were conducted. To reach the result, the phenomenographic analysis model has been used.

    The result shows that the three teachers interviewed at this preschool see no obstacles to working with the subjects of science and technology with the youngest children, 1-3 years, even though they lack a formal in-depth education in the subjects. The preschool teachers only see opportunities. To create the best conditions for teaching science and technology the preschool has worked out a community of practice inspired by Reggio Emilia.

  • 65.
    Andersson, Natalie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Titta där, en bro till: Vad uttrycker barn i ålder 2,5-3 år om broar?2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The intention with this study is to look into what and how children at the age of two and a half and three years old expresses about bridges. The study is qualitative and have been completed with unstructured pre- and after interveiews and participant observation with two different groups with in total four children that have been introduced to different materials representing bridges. The difference between the materials is that the first group in the pre interview have been introduced to a toy representing a bridge that the children know from before and a book with the three Billy goats, unlike the second group that had no connection to a story. In the study the four children have been in two different groups. All children in age two and a half to three years old have been completed a pree interview before they went to town to search for bridges and a following interview after that. The results are based on all of the occasions. The children expressed their understanding of the bridge`s function about crossing over to reach the other side. The fence is needed to not roll over and can be a protection. The bridge also often have a stairs so you can go up on the bridge. The results shows that the children talks about bridges through for them known stories and games regardless if they did get a story presented or not. Through the childrens telling and playing, the study shows that the children possess understanding of the function of the bridge because of their explanations about how you need to walk over the bridge to cross over to the other side and not get wet. The children also talks about the different parts like fence and stairs and their function to the bridge.

  • 66.
    Andersson, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Digitaliseringen i förskolan: Pedagogernas uppfattning av hur digital teknik används i förskolans verksamhet2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 67.
    Andersson, Sara
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    IKT och naturvetenskap i förskolan: Förskollärares syn på IKT i arbetet med naturvetenskap i förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 68.
    Andersson, Sara
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Matematik i förskolan.: Yngre barns meningsskapande i den fria leken, inomhus.2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine the mathematical activities, measurement, localization, and construction during free play. The study was performed inside a preschool, in two toddler groups, 1-3 years old. A qualitative research study was chosen and performed with the help of unstructured observations.  The study shows that toddlers use both an exploring approach as well as a problem-solving approach within the mathematical activities that the study intended.

  • 69.
    Andersson, Sara Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Attraktiva lekmiljöer i den fria leken: En fenomenologisk studie om lockande lekmiljöer ur barns perspektiv2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to contribute with increased knowledge concerning attractive play-environments in the preschool from the perspective of children.  The study is based on a selection of individual children’s stories about play-environments in the preschool. Qualitative interviews have been used as a method of collecting empirical evidence.  They have been recorded and transcribed to form the basis for the analysis based on Interpretative Phenomenological Analysis IPA. It is a method that is trying to find out the individual’s perception and experience of a phenomenon through a hermeneutic interpretation and a phenomenological perspective.

    The result of this study shows that the children preferred rooms located in the periphery and avoided the passage rooms. What enticed most in the attractive playgrounds were construction materials and materials that enabled taking on roles. The result furthermore showed that companion relations were part of the attractive environment.  Based on the choices it was made clear that the children found meaning and enticement in the fluctuating and the ability to influence the design of their environment. The location of the attractive rooms in turn gave the opportunity for undisturbed immersion of play which was perceived as meaningful by the children.  The interaction and relationship with close friends were in turn another part of what created meaning in the attractive play-environment.

     

  • 70.
    Andersson, Sofia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Utevistelsen som lärtillfälle: Pedagoger berättar: Utemiljöns betydelse för deras arbete med kunskapande om djur och växter i förskolan.2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to find out what preschool educationalists’ opinions are about the time they spend outdoors, and how they use the outdoor environment as a place for learning and development. The focus is primarily on learning about animals and plants. The method used was semi-structured interviews with six teachers from various preschools, in three municipalities. These educationalists have from 7 to 27 years of work experience from child care, and both nannies and preschool teachers were interviewed. The interviewees were asked to answer questions about their education and years of experience, the time they spend outdoors at preschool, their preschools yards, being outdoors in natural surroundings, what they have to say about the level of planning in the outdoors, and the abilities and/or obstacles they experience when working with animals and plants during the time they spend outdoors. The interviews were recorded and transcribed. The educationalists' perceptions and opinions were structured in charts, and then categorized according to the different responses, and those were presented in the results. The results showed that the outdoor activities are more spontaneous than scheduled, and the children's free play and exploration are often the focus. It also showed that the educationalists' attitudes are very important, according to themselves, to challenge the children to develop their own explorations. The interaction between children and educationalists is essential, according to the interviewees. But they also express the importance of children spending time in different environments - both planned environments such as the preschool yard, as well as in natural environments. It gives children the opportunity to explore the environment surrounding them, and understand relations between us and nature through hands-on experiences. Obstacles that educationalists sometimes experience in their work are, for example, insufficient knowledge, organizational problems or having to adapt their time to routine situations. But all interviewees agreed that spending time outdoors is a big part of the children's day at preschool, and they saw many advantages with playing, learning and developing in an outdoor environment.

  • 71.
    Andersson, Stina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Blommor och bin i förskolan: En studie i hur pedagoger bemöter barns tankar om fortplantning2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to research how some pre-school teachers respond to children´s thoughts and questions about the reproductive process in their teaching. The study is conducted through qualitative interviews with ten teachers from three different pre-schools. The findings show both possibilities and difficulties that the teachers encounter in this area, as well as the teachers’ different approaches to the subject. The results show that there are several different aspects and views concerning the reproductive process teaching. The children’s own questions are of vital importance to the choice of pedagogic methods in this subject. The teachers use books, the internet and films, as well as outdoor excursions when teaching the reproduction process in plants and animals. Conclusions show that abstract words and concepts form obstacles in the dialogues about the reproductive process. The didactics can also be rendered more difficult by parental views and different cultures. The teachers unanimously pointed to their own commitment as a key factor to success in the reproductive process teaching. Some of the teachers find this an easy subject to teach while others find it problematic.

  • 72.
    Andersson, Therese
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Fysikens olika uttryck i förskolan.: Förskollärares syn på egna ämneskunskaper, och förskolebarns lärande inom ämnet fysik.2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study's main purpose is to explore how the learning objects that can be linked to science, and particularly physics, are interpreted and implemented by preschool teachers in early childhood education.

    To get preschool teachers' perspective on the issue, I have chosen to use unstructured interviews as a method.

    The fiverespondents work atthreedifferentpreschools withthreedifferent pedagogicalapproaches, aReggioEmilia-oriented preschool, a nature preschooland traditionalpreschool, and the study showsthatthe operationof the variouspreschoolsdiffer.

    The study's main findings show that preschool teachers either feel they have too little knowledge of the subject of physics to be able to use it in their work in a systematical and meaningful way for the children, or that they are not at all involving the children in activities concerning the subject. The study also includes pre-school teachers' interpretations of what science is, and if science, and particularly physics, is reflected in the activities.

  • 73.
    Andersson, Åsa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Undervisning av elever i läs- och skrivsvårigheter i årskurs 1 - 6: En intervjustudie med sju grundskollärare2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study is a qualitative study using semi-structured interviews carried out with seven primary school teachers. The main questions focus on how these teachers view own education, their teaching when working with students with reading- and writing disabilities, scaffolding as a method and which factors they find important to create a successful classroom. The theoretical conception is the sociocultural perspective, using the three concepts scaffolding, artefacts and the zone of proximal development. The result is presented in different themes.

     

    The result shows that the primary school teachers leave their teacher education with varied knowledge on both how to teach reading and writing, as well as reading and writing difficulties. They claim to lack knowledge after finishing their teacher education. The primary school teachers explicit express that they want skills development in this area. The result shows there is a difference in how the primary school teachers plan their lessons and which methods they use, depending on whether they work as a class teacher or as a support teacher. The interviewed teachers imply that the development of compensatory tools is a great asset for students with these difficulties. The result shows that early special educational efforts are important to support students with reading and writing difficulties. At all schools where these primary school teachers work they have clear routines and an organisation with resource teams to assist the teacher teams. They also describe that clarity, a good structure and well-prepared lessons are keys to success in teaching. In a wishful scenario the primary school teachers would like to have the opportunity to teach with more than one trained teacher in the classroom during lessons.

     

    Keywords

    Reading and writing difficulties, teachers’ experiences, scaffolding, artefact, the zone of

    proximal development

  • 74.
    Andersén, Annelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Högskolan i Jönköping, HLK, Livslångt lärande/Encell.
    When they becomes us: Att byta identitet från folkhögskoledeltagare till universitetsstudent2010Conference paper (Other academic)
  • 75.
    Andersén, Annelie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Asghari, Hamid
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Identitetsframträdande och positionering i handledares berättelser2016In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 12, no 2, p. 87-102Article in journal (Other academic)
    Abstract [sv]

    Handledning är en stor del av yrkesutbildning på olika nivåer. Den handledning som förekommer i en utbildning beskrivs som ett sätt att stödja och uppmuntra studenterna i deras lärande (Croninger & Lee, 2001), men även handledaren är lärande i handledningssituationen (Andersén, Berglund & Gustavsson, kommande). I artikeln beskriver vi handledningssituationer som berättas i tal eller skrift av handledare, och analyserar de lärar-/handledningsidentiteter som framträder i berättelserna. Vi utgår från ett socialkonstruktionistiskt perspektiv på berättande (Goodson, Biesta, Tedder, & Adair, 2010; Mishler, 1999) där handledarnas narrativa reflektioner kring sina berättelser (Freeman, 2010) har en avgörande roll i rekonstruktionen av handledningssituationen. Handledare i vår studie är lärarutbildare på gymnasiala yrkesprogram som handleder inom verksamhetsförlagd utbildning (VFU), högskolelärare som arbetar med handledningsmodellen Reflekterande Handledning i Omvårdnad (RHiO) inom sjuksköterskeprogrammet samt yrkeslärare som handleder elever inom de gymnasiala yrkesprogrammen. De som blir handledda är följaktligen universitetsstudenter (yrkeslärar- och sjuksköterskestudenter) och yrkeselever. Omgivningen varierar beroende på yrkesutbildning, men är exempelvis för yrkeslärarna gymnasieskolor och deras gymnasielever. Studien visar att de lärar-/handledaridentiteter som framträder ur lärarnas/handledarnas berättelser om deras handledningsarbete handlar om handledare som mentor och förebild, handledare som reflekterande samtalspartner samt handledare som bedömare och kontrollant. Dessutom visar studien att lärarna/handledarna främst positionerar sig gentemot de studenter de handleder, men också att den som bli handledd kan positionera sig i förhållande till sin egen handledare. 

  • 76.
    Andersén, Annelie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Asghari, Hamid
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Petersson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Yrkesämnesdidaktik på universitet: Mål, innehåll, arbetssätt och examination2018In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 8, no 3, p. 98-123Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to investigate learning goals, content, working methods and examinations in the vocational didactic sections of the vocational teacher education programme. In a case study, a total of forty study guides from one vocational teacher education programme have been analysed in order to answer what central content is highlighted, how the goals are examined, and what course literature is used in vocational subject didactics in a selected vocational teacher education programme at a Swedish university. The aim of the analysis, based on Hiim’s (2010) model, is to find both clearly expressed and more latent elements. The results answer questions on what the subject didactics contain in three different courses. Vocational teacher educators plan their teaching with regard to the goals of vocational subject didactics, but the interpretation of goals varies among different educators and within different vocational subjects. The result also gives some indications of what could be general differences and similarities within and between different didactics teacher groups and/or vocational subjects. The analysis of the study guides also shows that educational background and the form of employment of educators seem to be of importance.

  • 77.
    Andersén, Annelie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Enochsson, Ann-Britt
    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).
    Söderlind, Linda
    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).
    Lärares erfarenheter av att arbeta med digital teknik i gränslandet mellan skola och APL2018Conference paper (Refereed)
  • 78.
    Andreasson, Emelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Barn och återvinning i förskolan: En studie om barn och återvinning i förskolan. Vad har betydelse för barns lärande?2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 79.
    Andreasson, Kerstin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Barn i sorg - tillfälligt behov av särskilt stöd2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 80.
    Andreasson, Monica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Högläsning i förskola och  i förskoleklass: En  studie om förskolelärares arbetsmetoder vid högläsning2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

     

    The purpose of the study is to create an understanding of the perception of teachers and working methods to help develop high reading as an educational tool for the child's writing and language development in pre-school and pre-school class. The central part of the study is the importance of high reading for the child, with difficulty in concentrating and for children with difficulty in concentration. A qualitative study has been conducted and analyzed on the basis of three interviews, three observations and reflection questions for pre-school teachers to get pre-school teachers perceptions of the field of reading. The result of the study shows that all pre-school teachers perceive that reading is an important area and is of great importance for the child's language learning. All preschool teachers emphasize that the starting point for high reading in preschool and preschool class should be based on the child's interest and that they consider the environment and their own role to be of great importance in promoting the child's language development.

     

    Keywords: reading aloud, pree – school, pree – school class, koncentration difficulties, literacy, language development och pedagogy.

     

     

     

     

  • 81.
    Andrén, Louise
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Litteratur i förskolans verksamhet: Barns inflytande över böcker i förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study will examine how books are chosen in preschool and if children´s influence is considered by the teachers. The purpose of this study is to find out how preschool teachers perceive the book choise in preschool but also how they work with the book choice. The method of this study was four qualitative interviews. This survey was conducted in a small municipality with four preschool teachers working in a two different preschools in the same municipality. From the analysis of the results the conclusion is drawn that preschool teachers choose books to contribute to the children’s language development. 

  • 82.
    Anelandh, Frida
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Språkutvecklande arbete för barn med språkstörning: En undersökning om hur pedagoger kan arbeta med barn som uppvisar en form av språkstörning2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 83.
    Angel, Hanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    ”Titta vilken söt jordgubbskantarell”: En observationsstudie med fokus på interaktion kring naturfenomen i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The prevailing notion about natural-science in preschool often involves that a teacher should show, lift and highlight children’s questions for thereby become a natural part in the everyday activity. The intention with this study was to illustrate the didactic opportunities which are available in the unplanned time outdoors in preschool, and to increase understanding of how the processes of interaction between teachers and children can affect learning and knowledge in the subject of natural science. By using observations of teachers in preschool, I have compared whether there is any difference between days out in the woods or in the preschool yard during unplanned activity time. I also conducted interviews to find out how teachers can use the spontaneous experience and discoveries children make to learn about natural science. The results show that teachers in preschool take the opportunities that occur in the unplanned time to learning and to give knowledge of nature. Even clearer is the result at activities in the forest where the whole environment become a source of inspiration and when no play equipment attracts the children's attention with their presence.

  • 84.
    Angerud, Jonas
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Skolledares samtal om elever i särskolan: En diskursanalys av det som framkommer i samtal mellan skolledare2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how school leaders talk about students in special schools and the underlying intentions is to examine the attitudes that emerge around these students and the related school activities. The method used is the focus group discussions for data collection and discourse analysis as theory and method for the analysis. A total of eight school leaders divided into two focus groups participated in the study. The collected material was transcribed and then analyzed on the basis of a discourse analytical approach. The results show that school leaders in the study in many cases waives its operator role and puts the responsibility for action in frame factors other than their own leadership. It turns out in the discussions that the respondents often seek to reach some form of consensus on the topic they are discussing. They emphasize that there is much for the ordinary school in learning from the special school, especially regarding individualized teaching. It also shows clearly in the school leaders discussions that the perspective of the care oriented school is dominant to the documents distributed by the Swedish Department of Education. The discussions also reveals elements of problematizing and commitment to the aspects of normality, participation and diversity. There arealso elementsof generalization of thecharacteristics ofstudentsin special schoolsin the discussions. School leaders in the study show a strong involvement regarding pupils in special schools, but a conclusion from the study is that the formal knowledge does not reach the same standards.

  • 85.
    Annelie, Hasselgren
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Betydelsen av pedagogens naturkunskaper för barns empati och förståelse för naturen: En intervjustudie om pedagogers intresse och syn på naturvetenskap2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Experiences are the base for sustainable learning. The purpose of this work was to determine if the teachers’ interests and knowledge of natural science matter in how they integrate natural science in a pre-school environment. In my study I chose to do semi structured qualitative interviews with both childcare workers as well as early childhood teachers, who work with children of different ages. The purpose of interviewing teachers with different educational backgrounds was to find out if education and knowledge matters when planning how children could work with (or experience) science in preschool and in other than preschool learning situations. It turned out that all teachers showed an interest in science, but on different levels. The levels of knowledge varied as well.  The study shows that the teachers’ interests and knowledge does not affect the presence of scientific teaching in preschool. All teachers believed science was an important part of the preschool environment  and most of them take trips to the forest every week

  • 86.
    Appelgren, Mikaela
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Flerspråkighet i förskolan: Främjas barns olika modersmål i förskolan?2018Independent thesis Basic level (professional degree), 210 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to get an insight into how to work with multilingualism in the activities at preschool. I want to see how the preschool teachers promote children's different native languages and if language is something they discuss in the activities. I have chosen to explore if there is a difference in the work with the toddlers and the older children where the majority of the children are foreign compared to pre sections were the majority of the children are swedish. I have interviewed preschool teachers at their workplaces and some over the phone. My study shows that they work more with multilingual languages at the pre section where the majority were foreign. On the other pre sections were the majority of the children are swedish they focus on the swedish language and engage the parents to teach their children their mother tongue

  • 87.
    Armandsson, Signe
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Hur kan vi skapa rörelseglädje i förskolan?: En intervjustudie med pedagoger från sex olika förskolor.2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine how teachers in the preschool are working with movement. I think that there are many preschools, that need to work more with movement and there are many important observations that indicate how important it is to get some exercise.  While physical in preschools declines, we can also in the modern society see how many children spend more and more hours in front of iPads and computers. I want to see how the pedagogues in different preschools are thinking about this topic and how they are working with it. What kind of thought do the pedagogues have about the significance of movement for children's development and how do they plan and structure the moments of movement.  To find this out, my study is based on qualitative interviews to obtain as comprehensive an- swers as possible. I have interviewed pedagogues (nursery school teachers and preschool teachers) in six preschools, three in the country side and three in the city.  The results of this survey is, that most of the participating preschools have a plan for move- ment both indoor and outside with clear objectives. Afterwards they evaluate these objectives to see what can be done differently and to improve. The pedagogues in the survey have a posi- tive attitude to movement in preschool.  Creating joy of movement in preschool is all about having fun by playing and learning together.  

  • 88.
    Arnesen, Trine
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Are they ready for this?: Experiences on implementing educational behavior-analytic interventions in Norwegian kindergartens2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis describes an investigation into experiences connected to the implementation of educational behavior-analytic interventions (ABA) for children with autism in kindergartens. The research questions and the methodological choices in this investigation evolved based on new experiences over the course of the research project. Three sub-studies were conducted: a single case study on the implementation of ABA teaching programs specifically targeting joint attention skills for children with autism in kindergartens (Study 1); a questionnaire survey on the experiences of ABA supervisors in implementing ABA in kindergartens (Study 2); and an interview study on the experiences of ABA teachers in implementing ABA in kindergartens (Study 3). During Study 1, it appeared that the teaching intensity of the targeted ABA teaching programs varied largely from what was initially planned for all four of the participating children. Under those conditions, the learning outcomes of the children also varied. With regard to Study 2, the survey data obtained from 29 ABA supervisors indicated that many children with autism who receive ABA in Norwegian kindergartens do not receive the number of teaching hours being planned for them. There also seems to be quite a large number of kindergartens that lack teaching teams and who receive supervision less than what is generally recommended to obtain the optimal outcome from ABA. With regard to Study 3, the interview data obtained from 10 ABA teachers illustrated how implementation factors such as compatibility, complexity, client responsiveness, and supervision can be manifested when ABA is implemented in the kindergarten. A main finding was that in some cases there seem to be conflicting opinions within the kindergarten about whether ABA is right for the child, something that was interpreted to reflect a conflict between the categorical and the relational perspectives of special education.

  • 89.
    Aronsson Karlsson, Mikaela
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Vattenlek i förskolan: Möjligheter till fysik i förskolan2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate witch knowledge and thoughts children will have about the term of floating and sinking, and witch possibilities there is to make various knowledge visible in preschool physics through playing with water. The study also concern the differences and similarities between two different groups of age who have participated in the study. The study was carried out by an activity with participant observation and feedback interviews afterwards. The result shows that the possibilities to physics are many in preschool. The children expressed new thoughts and ideas who concern other phenomena in physics during the investigation and discussed similar experiments and material to examine. The result shows that the children used previous experience and knowledge to explain and ask hypotheses. They also used their language through interaction with each other to understand, create and recreate knowledge.

  • 90.
    Arvidsson, Marlene
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Högläsning i förskolan: Pedagogers arbete med högläsning för barn i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 91.
    Asghari, Hamid
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Defining professional skills from teachers life stories2018In: Emergent issues in Vocational Education & Training: Voices from cross-national research / [ed] Lázaro Moreno Herrera, Marianne Teräs, Petros Gougoulakis, Premiss förlag, 2018, p. 23-59Chapter in book (Refereed)
    Abstract [en]

    The life and professional experiences of vocational teachers in Sweden are at the centre of this study. Vocational teachers are greatly influential in shaping their students into professionals. The specific life experiences of vocational teachers can play an important role in preparing vocational students for their future professional lives. This study investigates the different themes that emerge from the teachers’ professional life stories regarding the term professional skills. Through life story interviews with four vocational teachers I could see that professional skills do not only involve the tangible work done in the profession (for example, welding, turning or milling), but there are also other skills that vocational students should acquire to become successful professionals. In this article, I show what other skills the vocational teachers may emphasize and how these other skills can be understood in relation to vocational teachers’ previous experiences.

  • 92.
    Asghari, Hamid
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Från uppväxt till lärargärning: En livsberättelsestudie med åtta yrkeslärare på industritekniska programmet2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The thesis is based on eight vocational teachers’ life stories with the aim to provide knowledge about vocational teachers and their work with pupils in teaching in the industrial-technology programme, in the context of both a working life and a vocational education which is continuously changing. The thesis answers two research questions: 1) the themes that recur in vocational teachers’ life stories about how they meet and teach their pupils and 2) the teaching goals and strategies which emerge from vocational teachers’ life stories. All in all fifteen interviews were conducted from which life stories and teacher profiles were constructed.

    Results show five recurring themes in the teacher profiles.  The themes are; to be a caring adult for vocational pupils, to teach them basic knowledge considered important for the education, to teach them respect and discipline, to teach them the value of fighting and not giving up, and to show them the possibility of international employment. Moreover, the teacher goals and strategies emerging from the life stories show that the teachers can be said to educate different types of industrial workers. In line with these results, vocational education can be seen as more than a preparation for working life. Vocational teachers with different life experiences create different relationships with their pupils in order to create opportunities for them to manage school and to succeed in a life after school. In an industrial-technical education and in a working life which is constantly changing, vocational teachers have received various educations and worked in various industries during different time periods. They both educate their pupils and prepare them for a future working life based on these experiences.

  • 93.
    Asghari, Hamid
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Technical knowledge in Industrial-technology program as it emerges from three vocational teachers’ life stories2017In: Education: Opole University annual, ISSN 2450-7121, Vol. 2, p. 155-165Article in journal (Refereed)
    Abstract [en]

    In this study, the focus is on three vocational teachers’ stories of their lives and teaching experiences. The research method that I use in this study is life story and the teachers are Johnny, Oscar and Omed. From the teachers stories emerge the technical knowledge that they believe that their students should learn during their Industrial-technology education.

    In terms of analytical method I focused on the stories content and I chose to do a thematic analysis of the stories, and through a holistic approach to see the different patterns which emerge from the stories. Based on Johnny’s, Oscar’s and Omed’s stories about their lives and teaching experiences, various themes of knowledge which their students should learn, became apparent. These themes are: knowledge about being a good citizen, knowledge of technology, knowledge about coping with life as an adult, knowledge which can be used in real life and knowledge which can lead to employment. In the article, I even discuss how these prominent aspects of knowledge can be understood in relation to Aristotle’s definition of the concept of knowledge Episteme, Techne and Phronesis. 

    Johnny’s, Oscar’s and Omed’s life stories show even an important thing. It shows that the technical knowledge that teachers believe that their students should learn are contractions. In these contractions, technical knowledge “creates” in the interaction between teachers, students and their environment. In addition, in this interaction teachers’ life experiences even have certain significance.

  • 94.
    Asghari, Hamid
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Folk kommer ju alltid behöva å skita": Identitetsframträdanden i teknisk gymnasial yrkesutbildning2018In: Berättelser: Vänbok till Héctor Pérez Prieto / [ed] Annica Löfdahl Hultman, Christina Olin-Scheller, Marie Tanner, Karlstad: Karlstads universitet, 2018, p. 95-104Chapter in book (Refereed)
  • 95.
    Asghari, Hamid
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Två yrkeslärares berättelser om bedömningshandlingar på industritekniska programmet2018In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 8, no 1, p. 23-44Article in journal (Refereed)
    Abstract [en]

    The focus of this study is on two vocational teachers´ stories of grade assessment. The teachers are Leif and Johnny, who teach in the industrial technology programme in two different upper secondary schools in Sweden. The research method we use in the study is life stories. From the vocational teachers’ stories emerge different categories of assessment criteria that show different considerations, as compared to the national knowledge requirements, when grading students with one of the five pass grades. The categories for passing grades are: the grade awarded as a prize rating, the grade awarded as being an okay-guy, the grade awarded in advance, and the grade awarded as a last chance. The categories show that the vocational teachers Leif and Johnny, in their assessment documents, do not always comply with the requirements that the syllabus and steering documents put on the knowledge assessment. Leif and Johnny use different forms of knowledge measurements when grading their students with passing grades. The forms are based on their social relations with their students.

  • 96.
    Asif, Fahima
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Teaching in Overcrowded Classes: A Quantitative Study of Class Size Effect on Students’ Learning Achievements2013Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    This study is about Afghan teachers teaching strategies and ways for dealing with large sized classes and to see the connection between class size and students final exam result in two different grades. The total pupation of students is 739. Out of this 565 participants of the study are in overcrowded classes. The rest of them were from small sized classes. The data is analyzed by comparing the tests of two different sized classes, it means students’ achievement in large and small classes were compared. The research is also on finding about various teaching methods used by teachers in overcrowded classes and to see the effect of class size on learners achievement. The result of the study shows that teaching in an overcrowded classes is a challenging problem for teachers. The most serious issue in large sized classes is physical space limitation, teaching materials, text books and few furniture. They spend much of the time in arrangement of their classes, becauseof this teachers have less time for giving the actual lesson. It is difficult to motivate learners in large sized classes.

    The data indicates that the performance of the students in large sized classes is very low compared to the smaller classes. The study need more investigation about using effective strategies for dealing with work in large classes.

  • 97.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Body Talk: Moving beyond speech when analysing literature discussions2016In: Language and Literacy : A Canadian Educational e-journal, ISSN 1496-0974, E-ISSN 1496-0974, Vol. 18, no 3, p. 1-15Article in journal (Refereed)
    Abstract [en]

    The intent of this article is to promote a methodological approach to the analysis of literature discussions by adopting a conversational analytic approach that views embodied actions (including talk) as multimodal. It is argued that this analytic approach moves beyond previous studies that focus on talk only, when analysing literature discussions, and further, that such an approach contributes to an increase in our understanding of the complex meaning-making processes that are set into play when students interact on literary texts in school.

  • 98.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Platsens betydelse för pojkars och unga mäns läsning2018In: Svenskläraren, ISSN 0346-2412, no 1, p. 14-15Article in journal (Other (popular science, discussion, etc.))
  • 99.
    Asplund, Stig-Börje Asplund
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Navigating between disorder and control: Challenges and choices when teaching reading strategies in the L1 classroom2016In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 16, no Open Issue, p. 1-23Article in journal (Refereed)
    Abstract [en]

    Conversations about texts are often presented in research as particularly beneficial to students’ reading development, based on the argument that the opportunity to confront, discuss and negotiate different readings in the classroom enhances students’ skills in engaging with texts. In this article, we examine in detail the interplay between a teacher and her students when they talk about argumentative texts in a Swedish ninth grade classroom setting. In the analysis we combine a Conversation Analysis ap-proach with reading theories that emphasize the dialogical encounter between reader and text. Our result indicates the dual nature of the teaching perspective which sometimes involves conflicting aims. The teacher has to choose between intervening in response to student reactions that reflect emotional and stereotypical attitudes that may hinder a critical reading, or intervening to make use of and stimu-late reactions that may lead to more critical readings. Thus, our study emphasizes that it is crucial that teachers are able to both manage the leadership in the complex classroom interaction, and to apply knowledge about reading processes and strategies that students get involved in when they discuss en-gaging texts in school.

  • 100.
    Asplund, Stig-Börje
    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).
    Learning How (and How Not) to Weld: Vocational Learning in Technical Vocational Education2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 1, p. 1-16Article in journal (Refereed)
    Abstract [en]

    This article focuses on vocational learning in technical vocational education in upper-secondary school, with a special focus on the object of learning to weld. A concrete teaching situation where the learning object to weld is the focus of the interaction between a vocational teacher and an upper-secondary student was documented by a video camera and then analysed from two different perspectives: a conversation analytical perspective and a variation theory perspective. The combination of the two perspectives allows a study of learning that deals with issues regarding both form and content, which may increase our understanding of vocational learning in technical vocational education in upper-secondary school

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