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  • 1.
    Aadalen, Sandra
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Anpassning och differentiering av undervisning i ett klassrum för alla: Strategier för anpassning av undervisning i teori och praktik och dess effekter på elevers delaktighet2015Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    This paper aims to investigate if and how instruction is adjusted or differentiated based on the conception that learners are diverse and how teacher practices are connected to contemporary research in the field. It further examines whether specific adjustments are connected to a higher rate of student participation.

    The method of the essay is an observation survey with a phenomenological approach. It includes the practices of 30 different teachers during thirty lessons at an upper secondary school in Sweden, where the majority of the students are diagnosed within the neuropsychiatric spectra. The outcome was quantitatively analyzed in SPSS.

    The study indicates that the connection between specific adjustments and student participation is a complex issue affected by several aspects and preconditions. It appears that teachers use certain forms of adjustments at a higher rate while some are less salient in instruction. More frequently used adjustments are; praise, providing alternatives for perception, activating previous knowledge and highlighting critical features. Less frequent are differentiation of tasks, visible agendas, formative feedback, collaborative peer-learning and self-assessment.

    This essay will furthermore be a basis for collaborative learning among the staff since a deeper knowledge of how instruction can be adjusted and differentiated will impact the outcome of student learning.

     

  • 2.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Life Orientation: Lessons on leadership qualities and voting in grade three classes in South African schools2013In: Online Educational Research Journal, ISSN 2044-0294, E-ISSN 2044-0294Article in journal (Refereed)
    Abstract [en]

    Life Orientation: lessons on leadership qualities and voting in grade three classes

    Abstract

    The focus of this study was lessons on leadership qualities and voting in grade three classes in four Eastern Cape schools. Frame factor theory and theory of pedagogical devices were used. The study employed text analysis, classroom observation in four 3rd grade classes and interviews with 14 third grade teachers as sources of data. The results of the study indicated there were differences among teachers when it came to understanding and interpreting the theme. The teachers interviewed have general qualifications but lacked training to teach this theme. Between the schools there were differences in manpower, material and financial resources. There were similar teaching procedures although there were differences in teachers’ approaches. Learners’ understanding was influenced by family background. In general, teachers dominated and controlled the whole procedure by proposing candidates and vote counters. Findings from this study could be relevant for teachers and other school personnel for their future commitment to teaching democracy by practising it. Keywords: Classroom, democracy, differences, leadership qualities, learners, life orientation, participation, South Africa, teachers, voting

  • 3.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    What are the aims of the lessons on role models?: Teachers and pupils’ understanding of the theme in South African comprehensive school classes.2015In: Online Educational Research Journal, ISSN 2044-0294, E-ISSN 2044-0294, Online Educational Research Journal, ISSN 2044-0294, Vol. 5, no 5Article in journal (Refereed)
    Abstract [en]

    Role models was one of the themes for lessons in the Foundation Phase in the South African Revised National Curriculum Statement of 2002 (RNCS; Department of Education, 2002). The focus of the article is to discuss how teachers understood, interpreted and presented the theme to their pupils and how their pupils responded to it. The study is based on policy texts, observation of lessons and textbooks. Foucault’s concepts of normalisation and normalising judgment and Connell’s concepts of masculinity and sex roles are used to analyse results. The results of the study show similarities and differences in understanding and preferences of role models by teachers and pupils. While teachers emphasised officially known people as role models, some pupils considered family members and other people in their neighbourhood.Mandela was a favoured role model in most classes. Even if the theme of the lessons was role models, I argue that the covert agenda is normalising pupils to the existing dominant social norms of the society.

     

     

  • 4.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Vägen från antagonism till agonism i Sydafrika, utbildningsreformer och läroplaner efter apartheid2014Other (Other academic)
  • 5.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Nukruma’s and nyerere’s educational visions: what could contemporary africa learns from them?2014Conference paper (Refereed)
    Abstract [en]

    NUKRUMA’S AND NYERERE’S EDUCATIONAL VISIONS – WHAT COULD CONTEMPORARY AFRICA LEARNS FROM THEM?

     

    Getahun Yacob Abraham

    Senior Lecturer

    Institution for Pedagogical Studies

    Karlstad University  

     

     

    This study tries to assess the educational visions of two post independent African leaders, Kwame Nkrumah and Julius Nyerere. The focus is on, what could contemporary Africa learn from their visions on developing the welfare of society through education? To answer this question a literature review of their own works and other writers was conducted. The review shows that they emphasised on the need for education for further development in their own and other countries in the continent. They also focused on relating education with the local reality with due concern on the relevance of knowledge of the global reality. The instrumentality of education to change the life of the masses was given a vital place. For them  education should aim at including all sectors of society and on creating equality among the population instead of contributing to evolving an elite class that selfishly prioritize its own interest than the society at large. They stressed that education should not be too theoretical in the expense of the practical activities. According to them the purpose of education should go beyond individual gains and take into consideration the welfare of the whole society. In line with their visions information technology and welfare development in the continent should be assumed in a way that benefits the broad masses.  

     

     

    Key words: contemporary Africa, Education, Nkrumah, Nyerere, visions

  • 6.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Democratic Values in the Comprehensive Schools Curricula of the Nordic Countries.2013Conference paper (Refereed)
    Abstract [en]

    Democratic values in the comprehensive schools curricula of the Nordic countries.

     

    The major focus of this paper is to find out which aspects of democratic values are emphasised in the comprehensive schools curricula of the five Nordic countries. It is also an intention of the paper to find out similarities and differences in emphasis and if available data allows to further investigate the reasons for differences and similarities.

    Major sources for the work were curricula of comprehensive schools from the different Nordic countries. Each countries current curriculum was closely read to understand their contents and to undertake comparative analysis. Text analysis was used as a major tool to look closely at the text and context. For further knowledge journals on curriculum studies and other relevant materials were consulted.

    A preliminary review of the general section of comprehensive schools curricula of these countries show:

    In the Danish curriculum participation, responsibility and understanding rights and duties are emphasised.

    The Finnish curriculum raises issues on human rights, equality, natural diversity, preservation of environment and multiculturalism. Responsibility, a sense of community and respect for the right and freedom of the individual are emphasised. General diversity and gender equality are given significant attention.

    In the Icelandic curriculum the major focus is human rights, collective responsibility, participation, influencing, and respect. Concern for people, animal and the environment are included in the curriculum. Critical thinking and reflection, active cooperation & collective responsibility are also emphasised.

    The Norwegian curriculum mentions understanding, cooperation, independence, individual freedom and tolerance as important issues.

    Swedish curriculum raises issues on respect for human rights, respect for persons and the environment. It considers inviolability of human life, individual freedom and integrity, equality between women and men, solidarity with the weak and vulnerable as crucial points. Sense of justice, generosity of spirit, tolerance and responsibility, well-being and development of the individual, no discrimination and personal responsibility were among the areas the curriculum lifted up.

    The curricula in these five countries give room for democratic values. There are some variations on emphasises on specific issues. But all the curricula include issues of rights and responsibilities.

    Keywords: curricula, democratic values, Nordic countries

  • 7.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    New Public Management in the Swedish Higher Education2016Conference paper (Refereed)
    Abstract [en]

    The focus of this study is to find out about the neoliberal New Public Management entry into the Swedish higher education institutions, its effect and the possible alternative to it. The study is based on articles in academic journals, policy documents and government sponsored reports. The result of the study shows that the Swedish higher education institutions are influenced by New Public Management. This is visible as market characters such as efficiency, competition, quality control, customer satisfaction is highly valued at present in the higher education. There is also emphasis on manpower training for the labour market. Easily measurable knowledge for immediate use of economic growth are prioritized at the expense of critical and analytical knowledge. Higher education’s autonomy is to some extent violated, collegial leadership is replaced by appointee leadership, staff are under pressure to follow instructions instead of exercising their academic freedom. Based on these findings I will argue against these trends and emphasis on the importance of all partners in higher education to review the present condition in order to facilitate the possibility for keeping higher education (universities) as public autonomous institution, to keep academic freedom intact, to assure that higher education should have both professional and democratic contents, and that higher education should continue to undertake basic long term and short term research for immediate use.

  • 8.
    Adler, Camilla
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Från forskningsresultat om god undervisning till lärarens praktik: En kvantitativ studie om lärares uppfattning av god undervisning.2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka lärares uppfattning om gynnsamma faktorer för elevers kunskapsutveckling med särskild tonvikt vid formativ bedömning och processer av skolutveckling som behöver initieras inom verksamheten.

    Undersökningens resultat kan utgöra grund för ett arbete på skolor där man önskar sträva efter att stärka lärares insikter och medvetenhet om det forskningen pekar ut som faktorer för framgångsrik undervisning.

    Undersökningen har genomförts som en kvantitativ enkätundersökning med lärarpersonalen på tre grundskolor i en och samma kommun i Västra Götaland. Enkäten undersöker lärares åsikter om faktorer som är viktiga för framgångsrik undervisning, samt hur samma lärare beskriver sin egen undervisning i förhållande till dessa faktorer.

    Undersökningen visar att det finns en stor samstämmighet mellan faktorer som utpekats som viktiga för elevers kunskapsutveckling och de beskrivningar som anges kännetecknande för den egna undervisningen i de allra flesta fall. Samstämmigheten är köns-, stadie-  och åldersöverskridande. De tre faktorer som lärargrupperna anser har mest betydelse för elevernas kunskapsutveckling är att ge feedback som har fokus på möjliga förbättringar, att undervisningen har ett tydligt syfte, samt att regelbundet följa upp att eleverna förstår innehållet.

    På ett område gäller inte samstämmigheten inom lärarkollektivet. Undersökningen visar en markant skillnad mellan lärare med få år i yrket respektive många år i yrket när det gäller beskrivningen av hur man använder sig av formativ bedömning i det egna undervisningsarbetet. Lärare med mer än 15 år i yrket anger i hög utsträckning att man använder sig av formativ bedömning, medan lärare med färre år i yrket i liten utsträckning anger detta.

  • 9.
    Adolfi, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Lekens betydelse för lärandet av matematik i förskolan: Pedagogers syn på vilken betydelse lek har för barns tidiga matematiska utveckling2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine how five teachers in a selected preschool work with play and mathematics. Also, this study examines how teachers believe that preschool affects children's mathematical learning today and in the future. The methods I have used are relevant research and literature on the subject. I have made qualitative interviews with five teachers. The study shows that the teachers think play is important for children when it comes to learn   mathematics, and they also think mathematics is everywhere in children’s play. All teachers believe that it is important that children get a basic ground for mathematical thinking in preschool, so it becomes a habit and a natural thing for them. It is also important that they get the basic concepts with them before they start elementary school. Many of the teachers mention that they want their children to look upon mathematics as something fun and exciting.

  • 10.
    af Kleen, Suzanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    ”Det kan inte vila på mig att klara allting själv” Några elevers erfarenheter av att använda alternativa verktyg i sitt lärande: Några elevers erfarenheter av att använda alternativa verktyg i sitt lärande2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att bidra med en fördjupad förståelse för erfarenheter av att använda alternativa verktyg hos elever med dyslexi. Studien som är en kvalitativ undersökning bygger på intervjuer av tre elever. Utifrån deras berättade erfarenheter har berättelser skapats. De har sedan analyserats med utgångspunkt i den sociokulturella teorin och resultatet har avslutningsvis diskuterats i relation till tidigare forskning.

    Resultatet av studien visar att elever, med hjälp av alternativa verktyg, artefakter, kan klara av det som ligger utanför deras förmåga. Verktygen används när eleverna behöver stöd i sitt lärande när det gäller att läsa och skriva. För att kunna använda verktygen på bästa sätt är både eleverna och lärarna i behov av handledning och tid för implementering.

    Elevens självbild spelar stor roll för deras villighet att använda alternativa verktyg. Eleverna menar att det skulle kännas bättre att använda verktygen om lärarna informerar alla elever i klassen om dyslexi och hur de alternativa verktygen kan stödja elever med funktionsnedsättning i deras lärande.

    Denna studie kan bidra med förståelse för hur viktig lärarens samtal- och handledningsroll är när det gäller elevens användande av alternativa verktyg. 

  • 11.
    Agneblad, Anette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns fria lek med konstruktionsmaterial, ur ett genusperspektiv: en studie på hur förskollärare uppfattar barns fria lek med konstruktionsmaterial, ur ett genusperspektiv2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 12.
    Ahlberg, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Naturvetenskap i förskolan: En intervjustudie om förskollärares tankar och arbetssätt2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to investigate how preschool teachers think about preschool

    science, what they consider science to be and how they deal with specific curricular objectives

    related to science.

    Science is a part of our everyday life, it is a prerequisite for understanding everyday

    phenomena and how the world is working. Nevertheless it is often dropped in favour of other

    subjects in Swedish preschools.

    The eight preschool teachers participating in this study are all working in the same

    municipality in the western part of Sweden with children aged 1- 5 years. The method used in

    this study was interviews. The interviews were recorded to facilitate the transcriptions.

    The results show that preschool teachers find that science is an important subject that should

    be introduced to the children early on in life. They also show that preschool teachers consider

    science to have a preventive effect on the learning to the children, and it is needed for them to

    understand everyday processes and phenomena. When working with the curricular objectives

    linked to science, the result show that preschool teachers perceive nature as an asset to

    develop the children’s knowledge and interest for scientific concepts. Factors that impact the

    work with science in preschool could, according to the educators, be lack of knowledge, the

    children’s age or their attitude towards the subject.

    Conclusions that can be drawn from this study are that preschool teachers draw on the

    children’s interests when teaching science. They also find it important to use the correct terms

    at an early stage.

  • 13.
    Ahlqvist, Therese
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Demokrati i förskolan: En kvalitativ studie om pedagogers arbetssätt och syn på barns inflytande2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study is to identify which approach that the teachers believe that they use in their work with children's influence. The aim is also to investigate whether or not the teachers experience any consequences when giving the children a chance to influence and if so, what kind of consequences.

    I have used qualitative interviews to answer the questions of my thesis. My conclusion, based on the result of the interviews, indicates that teachers believe children experience limited influence in routine situations. The results also indicates that teachers who demonstrates a conscious democratic approach while teaching, believed they helped children get a better understanding of the concept of democracy already at an early age.

  • 14.
    Ahmadzai, Abdullah
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    SOME FACTORS INFLUENCING STUDENTS’ EDUCATION IN AFGHANISTAN: A study of students’ drop   out and retention rates of boys and girls of primary schools in Maidan Wardak   Province - Afghanistan2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    School access and staying in school is one the most important issue for the Ministry of Education in Afghanistan particularly for girls. According to the Ministry of Education (MoE), nearly seven million children have access to school in Afghanistan, 37 per cent of whom are girls.

    Students drop out of schools before completing their education cycle, to know who drops out and to what extent; this study describes some of factors that influence students to drop out of school in grade 4 and grade 6.

    To find out some factors that may influence girls and boys to drop out of schools in grade 4 and 6 six, structured interviews were conducted in 10 schools – 5 in rural area and 5 in urban area of Maidan Wardak province of Afghanistan. Data was collected by random sample from 32 girls and 48 boys who left schools. 20 teachers and 20 parents were also interviewed to know what their opinions are on drop out of students.

    After data collection, several factors were found to cause students drop out of schools; some of the most prominent causes were Poverty, lack of security, long distance to school and socio- culture factors.

    By looking to the current educational situation of the Ministry of Education in Afghanistan, there is a need of research almost in all areas particularly in the area of girls’ education.

  • 15.
    Aho, Erika
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Henriksson Persson, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Larsson, Maria G
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Skolnära – ett skolnära begrepp?2016In: Kapet, Vol. 12, no 1, 116-134 p.Article in journal (Refereed)
    Abstract [sv]

    Skolnära kan beskrivas som ett relativt nytt begrepp inom utbildning och forskning med skolanknytning. Det förekommer ofta i sammanhang där det tycks finnas en ambition att knyta skola och forskning närmare varandra. Det kan till exempel handla om olika forskarskolor, skolforskning och skolutvecklingsprojekt. Dock finns ingen enhetlig definition av begreppet utan det används parallellt med och i vissa fall synonymt med begreppen praktiknära och praxisnära. Syftet med denna artikel är att bidra till en problematisering av begreppet skolnära med fokus på såväl innebörder som användningsområden. Utifrån studier av olika typer av texter belyses hur begreppet skolnära används inom skolforskning och i andra utbildningsvetenskapliga sammanhang idag. Begreppet skolnära ser ut att uppkomma i samband med framväxten av forskarutbildningsämnet pedagogiskt arbete men återfinns idag även inom andra forskarutbildningsämnen. Till exempel kan en ”skolnära avhandling” vara skriven inom pedagogik eller något ämnesdidaktiskt ämne. Vad det innebär att forskningen är skolnära tycks ha skiftande innebörd och avgränsning i olika sammanhang. Det kan till exempel handla om huruvida forskningen bedrivs av eller för lärare. Begreppet används också inom skolvärlden i ett vidare perspektiv.

  • 16.
    Aldelöv, Jennie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Vilka lekar är tillåtna att leka i förskolan?: Om bra och dåliga lekar i förskolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this study I want to survey which plays preschool teachers thinks are accepted in preschool and wish aren’t. I also found it relevant to investigate when and why they choose to interrupt a play and what happens when they do? My interest for the possibility that we might judge by some values was the reason for my question formulations and for the follow-up questions in my interview.

    For my survey I used semi-structured interviews to get a deeper knowledge about this domain and for the opportunity to ask further supplementary questions.

    The results show how preschool teachers accept most of the plays and that those plays that aren’t accepted and in need of being disrupted or to be changed mostly are plays where someone could be hurt or violated.

     

    It also shows that the preschool teachers think that they should regulate or interrupt children´s plays as little as possible because most of the time interruption turns the plays in a negative direction.

    My conclusion is that preschool teachers are willing to see children’s intentions but there are also norms and values that regulate what´s accepted or not.

  • 17.
    Alexandersson, Natalie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Den fria lekens betydelse: Förskollärares tankar kring den fria lekens betydelse för barns sociala kompetens2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim with this paper is to study four preschool teachers' attitude towards free play and social skills and how they define social skills in the free play. The methods I have used are studying relevant research and literature covering this field of studies. I have also conducted an interview with the, above mentioned, preschool teachers.

    The study indicates that the preschool teachers shared the conception that the free play is of importance for children to develop social skills. Children learn many social skills by free play. The study also confirms that the preschool teachers are very important for the development of social skills among children by supporting and stimulating the free play and by their attitudes towards both children and other adults.

  • 18.
    Alexandra, Guseva
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Att organisera för lärande: En studie av samband mellan gruppens ålderssammansättning och förutsättningar för barns lärande i förskolan2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate whether there are some patterns and connections between the teachers’ experiences of the conditions for children’s learning and age settings at preschool groups. The study is quantitative, and a web survey is used to collect the data from the teachers. The study includes all preschools in a municipality in Värmland, Sweden. 144 preschool teachers from 55 municipal preschool groups participated in the study. Following age settings are represented in the study: same-age preschool groups, groups with children between 1-3 years old, groups with children between 3-5 years old and groups with children between 1-5 years old.

    The study is based on interactionistic theories, which means that the preschool is examined from various interacting aspects and dimensions. Conditions for children’s learning are seen in the study in relation to preschool quality, which is a complex phenomenon constituted in the interaction between dimensions of structure, process, and outcome. The study focuses on age setting as a structural aspect of preschool quality and following aspects of process quality: organizing of the pedagogical environment, teachers’ approach to organizing of daily activities and teachers’ interplay with children

    The results of the study show that there are important differences between groups with different age settings regarding organizing of the pedagogical environment and interplay between teachers and children. However, these differences are rather ambiguous and can be explained by other aspects and factors such as group’size, children’s age, and pedagogical approach. Therefore, age setting as such is not the key to preschool quality but must be seen in relation to other aspects and dimensions.

  • 19.
    Almgren Damberg, Ingrid
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Nyss så träffa jag en krokodil, som körde runt i en bil": Små barns kompetenser i ämnet biologi2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to show young children's competences in the subject of biology. I hope that my work will lead to that the subject of biology is used more often in the preschool context. In my work I have had an intra-active theory as a base. I have searched for what children are interested in on the subject of biology. Here, I can conclude that animals and plants are major interests for the children. Furthermore, I wanted to explore the ways in which children's knowledge became visible. For the most part, small children (along with educators) use animism and anthropomorphism, however, this is often interwoven with facts. I also wanted to know whether there were factors that contributed to children's learning in biology. It became clear that factors such as outdoor stay and live animals and plants contributed to a fact-based learning in biology. In contrast, factors such as indoor stay and toys were important factors for an animistic and anthropomorphic learning in biology. Educators also have a crucial role in children's learning in biology. Through an intra-active approach, I note that both the factual events of biology and animism and anthropomorphism contribute to the child's creation of knowledge in biology.

  • 20.
    Almgren, Josefin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Musik – En viktig del i förskolan: Fyra förskollärares perspektiv på musikverksamheten i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study is to examine how four preschool teachers that work in a music-preschool observe the function of music in preschool and the importance of music activities for children in preschool. I decided to use a semi-structured group interview were four preschool teachers participated. I chose Vygotsky's sociocultural perspective as a theoretical starting point in my work.

    In my results, I could see a pattern of cooperation, community and the children's influence as aspects that are important for preschool teachers who participated in my survey. Every question that preschool teachers discussed during the interview took a starting point of children's interests and based on children's conditions.

  • 21.
    Almqvist, Helena
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Skolutveckling ur ett specialpedagogiskt perspektiv: En kvantitativ studie om i vilken utsträckning skolans systematiska kvalitetsarbete utgår från ett specialpedagogiskt perspektiv.2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Att möta elever i svårigheter blir allt vanligare i dagens skola. För att möta denna utveckling framgångsrikt, framhåller flera forskare en vinst med ett specialpedagogiskt förhållningssätt som genomsyrar verksamheten.Det råder dock delade meningar om huruvida problem med beteende och inlärning ska tillskrivas funktionsnedsättningar hos eleverna eller brister i den pedagogiska verksamheten. Ahlefeld Nisser (2009) menar i sin avhandling att de elever som är i behov av särskilt stöd är relativt få, men att ungefär 20% av samtliga elever befinner sig i en gråzon. Dessa elever skulle ha större möjlighet att nå kunskapskraven om skolans undervisning genomsyrades av ett specialpedagogiskt förhållningssätt.

    Syftet med den aktuella studien är att undersöka i vilken utsträckning den undersökta koncernen systematiska kvalitetsarbete utgår från ett specialpedagogiskt perspektiv. Studien har en kvantitativ ansats och datainsamlingen har genomförts med hjälp av en enkät. Enkäten tillverkades i enkätprogrammet Survey & Report för att sedan exporteras till analysprogrammet SPSS.

    Resultatet visar att medelvärdet på upprättat index indikerar att flertalet respondenter instämmer mellan "låg" och "hög grad" i påståendena angående uppfattningen om ett specialpedagogiskt perspektiv på det systematiska kvalitetsarbetet.

    Resultatet visar också att de undersökta grupperna, rektor, biträdande rektor och specialpedagog inte skiljer sig signifikant i uppfattningen om ett specialpedagogiskt perspektiv på det systematiska kvalitetsarbetet.

  • 22.
    Alvåg, Emma
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Bygg och konstruktion i förskolan: En studie där pedagoger beskriver sitt arbete med bygg och konstruktion2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine how teachers are working with build and construction in preschool. Further how they reason on the basis of material importance for build and construction. Theoretical basis of the study is of the socio-cultural perspective and research method used qualitative semi-structured interviews.

     

    The result of the study shows that activities and any planning of build and construction in the surveyed preschools, to the greatest extent were based up on the children´s influence and interests. Further it shows the teachers thoughts on the prospects for planning and working with build and construction in preschool. It shows what kind of materials the interviewed teachers had access to. For example, all teachers had access to blocks, Lego and some form of recycling materials. The result also shows how teachers reason on the basis of material and it´s role in working with build and construction in preschool.

  • 23.
    Amanda, Gustafsson
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Hur arbetar pedagoger med biologi i förskolan?: En intervjustudie av två förskolor i centrum och två i naturnära miljö2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate if and how educators working with biology in preschool. In addition, I want to compare whether working differs depending on whether the activity is positioned centrally or in natural environment. I have used semi-structured interviews as a method to get answers to my questions and I have interviewed a total of seven educators to my investigation, three teachers working in a central preschool and four teachers working on a nature-oriented preschool. My results showed that the biology in preschool activities exists, but that the approach will vary based on where the business is located. Those who have nature close at hand works more like each other and using more areas and teaching tools in biology than those working in a preschool, which is located centrally.

  • 24.
    Ambjörnsson, Lena
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Lärandet av svenska som andraspråk: En livsberättelseintervju med en ung invandrarpojke från Somalia2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 25.
    Andersson, Angelica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns hälsa: En studie om förskollärarens uppfattningar och erfarenher om barns hälsa och hur hälsan kommer till uttryck i det vardagliga arbetet i förskolan.2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 26.
    Andersson Bohlin, Ida
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Om pedagogers deltagande i barns lek: Pedagogers tankar kring sitt deltagande i barns lek och deras möjligheter att stimulera leken genom miljön på förskolan.2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with this survey is to find out how teacher´s in preschool see on their participation in children’s play. There is also an interest to find out if teachers believe they can affect the children through the environment in preschool. My curiosity is based on whether or not I as a teacher can affect the children in preschool.

     

    My work is based on three questions:

    • Which meaning does teachers think they have in children’s play?
    • What possibilities do the teacher´s think they have to affect the environment in the preschool?
    • What effect has my presence in the children’s play and how can I adjust the environment to stimulate the play?

     

    To explore this I had help from literature, research and qualitative semi-structured interviews.

    I interviewed four teacher´s in two different preschools. 

    The studies have shown that teacher´s participation has great influence on the children’s play. How teacher´s choose to participate in the play has great meaning for the experience the children carries with them. The study also shows that the environment is important for which play the children emerges in. 

  • 27.
    Andersson, Caroline
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Genus i bilderboken: Manliga och kvinnliga karaktärsskildringar i förskolans bilderböcker2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study is to investigate how girls/women and boys/men are being portrayed in the children's literature presented to children by reading out loud in preschool. This is to contribute with knowledge about gender in children's literature, which helps me as a teacher to develop a critical approach to the books I choose to introduce to the children. By analyzing three different picture books, I have sought answers to how male and female characters are being portrayed, how one can see gender stereotyped markers and if the literature confirms or exceeds and challenges gender stereotypes.

     

    The process is based on a qualitative research approach. I have also used analytical methods, which have helped me to stay within the framework of what I wanted to investigate. Two different theories, Hirdmans theory of the gender system (2001; 2007) and Connell's theory of masculinity (2008) has given me the opportunity to understand my results. My study showed two different ways to portray characters, either by reversed characteristics or by a great variety of characteristics, regardless of gender. Furthermore, it showed a large cross and challenging of gender stereotypes and with that the standard of how women/girls and men/boys should be.

  • 28.
    Andersson, Emmelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Matematik i förskolan: Hur pedagogerna främjar barns medvetenhet om matematik i förskolan2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The purpose of the study is to examine how the interviewed pre-school teachers describe their teaching activities to promote children's mathematics learning.

    This qualitative study uses interviews as data collection methods and five teachers from five different pre-schools participated in the interviews. The pre-schools were selected based on a convenience sample and are located in a town in central Sweden. The study shows that it is important to start with mathematics in preschool already and the importance of the role educators have.

    The result that appears is that the interviewed teachers believe that the teacher’s awareness is of great importance for the child's mathematical learning. It also emerged that it is in everyday situations that kids come in contact with the mathematical concepts that are available and it is in these situations that the children become aware that mathematics is everywhere. That is of importance if the children are going to be able to develop and become aware of the mathematics in their environment. It also emerges from the interviews that it is important to make use of the local work plan and curriculum for preschool, Lpfö98 and follow these continuously.

    Keywords

    Preschool, preschool teacher, mathematics, mathematical concepts, the educator's way of working

  • 29.
    Andersson, Erika
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    De fem enkla maskinernas integrerande i den fria leken inom förskolans arena: En studie baserad på barns undersökande av enkel teknik i den fria leken.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to demonstrate how children apply simple technology in preschool through “The Big Five”. Observations and "Interview on the move" are the method choices that answer the purpose and questions of the study. Observations and interviews have been conducted in the preschool outdoor environment during a morning and are based on the children's free play where the aim is to start from the children's perspective and reflections. The situations that have been chosen for the study are based on the children's curiosity and demonstrated interests. The result of the study shows that two of “The Big Five” are applied by the children in the preschool outdoor environment and free play. This is demonstrated by their use of the leaning plane and the wheel from “The Big Five”. It shows by their use of tools such as exploration, part of the game and through concepts. This is done through a sociocultural perspective where different factors influence children's learning.

  • 30.
    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.

  • 31.
    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
  • 32.
    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
  • 33.
    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.

  • 34.
    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.   

  • 35.
    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.

  • 36.
    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. 

  • 37.
    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.

  • 38.
    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.

  • 39.
    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.

  • 40.
    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.

  • 41.
    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.

  • 42.
    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, 87-102 p.Article 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. 

  • 43.
    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
  • 44.
    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.

  • 45.
    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.

  • 46.
    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

  • 47.
    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.  

  • 48.
    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.

  • 49.
    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.

  • 50.
    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
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