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  • 5451.
    Zakirova Engstrand, Rano
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Inclusive settings in Sweden: Examining preschool teachers' perceived efficacy and their attitudes to children with autism.2010Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Purpose: the aims of this pilot study were to examine perceived efficacy of preschool teachers working with children with autism and their attitudes concerning the inclusion of children with autism in two towns in central Sweden.

    Methods: Partcipants were 19 preschool and 2 kindergarten teachers who worked with autism in general classrooms. To collect data, a demographic survey, the Autism Attitude Scale for Teachers (AAST), and an abbreviated version of the Bandura's Teacher Efficacy Scale were used. The descriptive statistics was performed to obtain demographic information on the sample. A series of bivariate correlatins was performed between teacher characteristics variables and teachers' responses to the AAST and the Teacher Efficacy Scale.

    Results: The main findings are: a) the teachers had a tendency to hold favourable overall attitudes toward children with autism and neutral attitudes toward their inclusion in general preschool classrooms; b) positive relationships were found between teachers' overall attitudes to children with autism, teachers' attitudes toward inclusion and a number of points in special education earned by teachers during pre-service education; c) no relations were found between teachers' perceived efficacy and teacher characteristics such as work experience and education background; d) no relations were found between preschool teachers' perceived efficacy and their attitudes toward children with autism included into general preschools.

    Conclusions: Teacher preparation programs in general early chidhood education should be revised to give preschool teachers knowledge and opportunities to instruct children with autism in inclusive settings. Efficacy beliefs of in-service teachers can be strengthened through participation in professional development workshops, provision of high quality intensive supervision and assistance in conducting more intensive, one-to-one instruction. Development of positive attitudes to children with autism should be become an important component of both pre-service education and in-service training programs. Implications for further research are discussed.

  • 5452.
    Zakirova Engstrand, Rano
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Ernberg, Brita
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Knutes Nyqvist, Helen
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Aesthetic perspective on students’ learning: using non-academic literature in a dialogic classroom to foster inclusive teacher education2015Ingår i: Special Education Needs and Inclusive Practices [Bisogni educativi speciali e pratiche inclusive]: An International Perspective [Una prospettiva internazionale]: Conference Proceedings [Atti del Convegno] / [ed] Fabio Dovigo, Clara Favella, Francesca Gasparini, Anna Pietrocarlo, Vincenza Rocco, Emanuela Zappella, Bergamo, Italy: University of Bergamo , 2015, s. 198-202Konferensbidrag (Refereegranskat)
  • 5453.
    Zakirova Engstrand, Rano
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Hirvikoski, Tatja
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Roll-Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Culturally diverse families of young children with ASD in Sweden: Parental explanatory modelsManuskript (preprint) (Övrigt vetenskapligt)
    Abstract [en]

    Background. Research suggests that families’ knowledge and cultural perceptions of autism spectrum disorder (ASD), beliefs about its etiology and prognosis can affect parents’ recognition of first signs of autism in their children, and influence help seeking and treatment decisions. 

    Objective. This study investigated explanatory models of autism among parents of young children with ASD in the multicultural context of Sweden.

    Method. Seventeen parents from diverse cultural, ethnic and linguistic backgrounds participated in semi-structured interviews. Deductive approach to qualitative content analysis was used to analyze data. Five domains of the Explanatory Model supplementary module of the Cultural Formulation Interview (CFI) were used as coding categories, operationalized as ‘Parents’ understanding of autism’; ‘Autism prototypes’; ‘Causal explanations’; ‘Course of autism’, and ‘Help seeking and treatment expectations’

    Results. Results showed that parents’ prior knowledge of autism and experience with young children’s typical developmental trajectories, as well as opinions of children’s grandparents and preschool teachers influence their symptoms recognition and help seeking. There were differences in parents’ explanatory models before and after diagnostic assessments for ASD: initial interpretations included child’s medical conditions and reaction to environmental influences, while genetic, supernatural/religious factors, and vaccinations were mentioned as definite causes after obtaining a clinical diagnosis. Parents also held multiple explanatory models influenced by views of family members and information obtained from media or healthcare professionals. Parents’ treatment decisions included use of available state-funded support services, and complementary and alternative treatments.

    Conclusion. Results demonstrated the utility of the CFI’s Explanatory Model supplementary module in autism research. Implications for clinical practice are discussed.

  • 5454.
    Zakirova Engstrand, Rano
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Roll-Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Inclusion of preschool children with autism in Sweden: attitudes and pereceived efficacy of preschool teachers2014Ingår i: Journal of Research in Special Educational Needs, ISSN 1471-3802, E-ISSN 1471-3802, Vol. 14, nr 3, s. 170-179Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This pilot study examined the relations among preschool teachers' attitudes towards the inclusion of children with autism and perceived self-efficacy, as well as demographic characteristics such as teachers' work experience and educational background. The cohort consisted of 21 participants who had degrees in preschool education and worked with children with autism in general preschool/kindergarten settings in central Sweden. Data were collected using the Autism Attitude Scale for Teachers, the Teacher Efficacy Scale and a demographic survey. In general, findings revealed that preschool teachers held positive attitudes towards children with autism, and this was significantly related to the number of credits in special education taken during pre-service education. However, teachers showed neutral attitudes towards the inclusion of children with autism into general preschool classrooms. No relations were found between teachers' perceived self-efficacy and attitudes towards inclusion, although a relationship was found between participation in in-service training and efficacy to make decisions. Implications concerning early childhood education professional development and supervision are discussed.

  • 5455.
    Zakirova Engstrand, Rano
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Roll-Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Hirvikoski, Tatja
    Needs of Grandparents of Preschool-Aged Children with ASD in Sweden2019Ingår i: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Little is known about needs of grandparents of young children with autism in family and community settings. This study investigated perceived needs of grandparents of preschool-aged children diagnosed with ASD in the cultural context of Sweden. Participants were 120 grandparents of children enrolled into autism intervention programs provided by the public disability services in Stockholm. The Grandparents’ Needs Survey and the SDQ Impact supplement were used to collect data. Grandparents expressed most needs in topic areas of information and childcare. No significant relations were found between grandparents’ demographics and perceptions of needs; grandparents’ needs were predicted by their perceived burden. The findings provide insight into understanding of grandparents’ needs essential for planning and provision of quality family-centered early intervention services.

  • 5456.
    Zamani, Sebastian
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    En textanalys av läroböcker för gymnasieskolans kurs Teknik 1 med kursplanen i fokus2015Självständigt arbete på avancerad nivå (masterexamen), 300 hpStudentuppsats (Examensarbete)
  • 5457.
    Zandén, Olle
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för utbildningsvetenskap med inriktning mot tekniska, estetiska och praktiska kunskapstraditioner.
    Professionalise or perish: A case for heightened educational quality through collegiate cooperation2010Ingår i: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 12, s. 135-151Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Professionalise or perish; a case for heightened educational quality through collegiate cooperation.

    In this article, I will argue for the necessity of developing a professional jargon among music teachers; a collegiate discourse in which musically and artistically relevant aspects of music-making and music education are continuously addressed and cultivated in order to improve the quality of music education on all educational levels. As my point of departure I present findings from my doctoral thesis which suggest that music teachers may be unaccustomed to discussing the sounding aspects of music and that they have low confidence in their didactical efficacy. Drawing from different fields of research, I sketch some prerequisites for a reform of music teachers’ collegiate discourse. However difficult it may be to talk about music in a musically relevant way, I contend that a living, evolving professional collegiate discourse on musical and music-didactical issues is a prerequisite for general progress within music education, for fair and equal assessment and marking in schools and for the establishment of a strong music teacher profession with the capacity to argue successfully for music as an essential part of public education.

  • 5458.
    Zeising, Tove
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Samling i förskolan: En studie om förskolebarns möjlighet till inflytande och delaktighet i samlingen2012Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syftet med studien är att undersöka vilka möjligheter till inflytande och delaktighet barnen har i samlingen i förskolan och vad det är i pedagogens agerande som möjliggör respektive förhindrar delaktighet och inflytande. Studien är kvalitativ och genomfördes på två förskolor i västra Stockholm genom både observationer av verksamheten och intervjuer med två förskollärare. Fokus har legat på observationerna och intervjuerna har varit ett komplement för att öka förståelsen för pedagogernas tankar, planering och synpunkter. Jag har skrivit en bakgrund med definition av begreppen samling, delaktighet och inflytande samt en modell för inflytande och delaktighet. I teoribakgrunden presenteras tidigare forskning och den socialkonstruktionistiska teorin som ligger till grund för studien. Resultaten presenteras skiljt fån analysen för att ge läsaren möjlighet till egna tolkningar och består av material från observationer och intervjuer. Resultaten analyseras utifrån valda begrepp och teorier och diskuteras avslutningsvis.

    Studiens resultat visade att barnens möjligheter till inflytande och delaktighet i förskolornas samlingar står i stark beroendeställning till pedagogernas förhållningssätt och vilja att närma sig barnens perspektiv. Pedagogerna i studien utgår från en barnsyn då de ser barn som medmänniskor men resultaten från observationerna visar att deras planering av och agerande under några av samlingarna mer kan liknas vid barnsynen vuxna vet bättre. Det blev tydligt att det var när pedagogerna hade kontroll över samlingen genom att lyssna på barnen, gjorde försök att närma sig deras perspektiv och bjöd in barnen i samtal genom att ställa nyfikna frågor, som samtalen utvecklades och barnen fick inflytande och möjlighet att påverka innehållet i samlingen. Detta skedde inte under alla samlingar och det fanns tillfällen då den färdiga planeringen för samlingen fick styra allt för mycket. Istället för att fånga barnens tankar och försöka förstå deras intentionervalde pedagogerna att fortsätta med de förutbestämda momenten i samlingen. Pedagogerna tog då kontroll över samlingen genom att bestämma vem som fick prata och om vad de skulle prata om, vilket begränsade barnens möjligheter till inflytande och delaktighet. 

  • 5459.
    zeller tiilikainen, ylva
    Stockholms universitet, Samhällsvetenskapliga fakulteten. Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    En studie i pedagogers syn på sambandet mellan fortbildning och skolutveckling i grundskolan: fortbildning-skolutveckling-implementering2010Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syftet med denna studie är att undersöka pedagogers uppfattningar om sambandet mellan fortbildning och skolutveckling i grundskolans år F-5. Vad har pedagogerna för uppfattningar om organisationen av fortbildningen? Hur uppfattar de att skolledningen planerar in reflektionstid efter fortbildningen? Pedagogens egen uppfattning om fortbildningen, hur ser den ut? Upplever pedagogerna att deras fortbildning implementeras i verksamheten och bidrar till skolutveckling? Känner pedagogerna till kommunens skolutvecklingsprojekt Våga Visa? Studien är en enkätstudie. Enkäten är utformad som en strukturerad enkät med en öppen fråga där pedagogen fick ge sin egen syn på fortbildning. Det är 41 pedagoger från fyra grundskolor i en kommun som har svarat på enkäten. Resultatet visade att pedagogerna inte hade någon gemensam uppfattning om vem det är som organiserar och planerar deras fortbildning. De hade dessutom en bristfällig uppfattning om skolan hade någon strategi för fortbildningen. Pedagogerna i studien har olika syn på fortbildningen. En tredjedel menar att den enbart leder till kompetensutveckling. Hälften av pedagogerna tror inte att den leder till skolutveckling. Studien bekräftar tidigare studier som visar att pedagogerna är mycket intresserade och blir inspirerade av fortbildningen. I enkätstudiens fria fråga är det flera pedagoger som efterfrågar fortbildning som utgår från deras egna behov. Flera pedagoger menar att fortbildningen ska vara genomtänkt. Pedagogerna i studien har en osäker uppfattning om fortbildningen leder till ett gemensamt förhållningssätt eller om den förändrar pedagogens arbetssätt. Studien visade att fortbildningen diskuterades och reflekterades sällan efteråt. Majoriteten menade att man bara diskuterat fortbildningen ”någon gång” efter ett fortbildningstillfälle eller på en arbetsplatsträff trots att de flera gånger velat få reflektionstid efter ett fortbildningstillfälle. I studien är en stor majoritet intresserade av begreppet skolutveckling. Hälften av pedagogerna i studien kände inte till projektet Våga Visa som styr en stor del av kommunens mål för skolutveckling. Begreppet skolutveckling är ett stort och subjektivt begrepp som innehåller många delar bl.a. implementering. Skolutveckling handlar om så mycket mer än om pedagogernas fortbildning och kompetens. Alla i kedjan, från skolledning i kommunhus ner till pedagoger, har en roll i skolutvecklingen. Den största delen av skolutvecklingen ligger i skolans egen kultur. Det är i samspelet med kollegor och i systematisk reflektion av frågor och ifrågasättande som skolutveckling sker. En skolas kultur uppstår i samarbetet mellan rektor, pedagoger, elever och föräldrar. Den kulturen är det viktigt att få stöd för från skolledningen i kommunen. Ju bättre samarbete i alla led desto bättre skolkultur och skolutveckling.

    Nyckelord: Fortbildning, skolutveckling och implementering.

     

  • 5460.
    Zetterholm, Elisabeth
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Barn skriver på flera språk2017Ingår i: Educare - Vetenskapliga skrifter, ISSN 1653-1868, Vol. 1, s. 99-117Artikel i tidskrift (Refereegranskat)
  • 5461.
    Zetterholm, Elisabeth
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Forskningen i undervisning2016Ingår i: Forskare bland personal och elever: Forskningssamarbete om språk- och identitetsutveckling på en flerspråkig skola / [ed] Lindgren Maria, Svensson Gudrun, Zetterholm Elisabeth, Växjö: Linnaeus University Press, 2016, s. 31-45Kapitel i bok, del av antologi (Refereegranskat)
  • 5462.
    Zetterholm, Elisabeth
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Swedish exotic vowels in L2 pronunciation2017Ingår i: Proceedings of the 8th annual pronunciation in second language learning and teaching conference (ISSN: 2380-9566) / [ed] Mary O'Brien, John Levis, Calgary: University of Calgary, 2017, s. 222-227Konferensbidrag (Refereegranskat)
    Abstract [en]

    Learning a new language as an adult is often a hard task, particularly the pronunciation of new speech sounds. Earlier research has shown (e.g., Bannert, 1990; Zetterholm & Tronnier, 2017) that second language learners of Swedish have difficulties learning to pronounce some Swedish vowels, especially the front rounded vowels, and distinguishing them from each other and from unrounded vowels. For intelligible speech, it is of importance that there is an audible distinction in the pronunciation of the different rounded vowels. Otherwise a native listener might misunderstand the speaker referring to the number of minimal pairs with the vowel as the distinctive feature. In comparison with languages around the world, the Swedish vowel inventory is relatively large (Ladefoged, 2005), and some are exotic from a worldwide perspective. These vowels are one of the most difficult pronunciation features of Swedish pronunciation for second language learners to master. The aim of this paper is to provide information about the vowels of Swedish with a focus on rounded vowels that are challenging for L2 learners of Swedish and to present some techniques to facilitate the accurate pronunciation of the exotic vowels.

  • 5463.
    Zetterholm, Elisabeth
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Swedish for immigrants: Teachers’ opinions on the teaching of pronunciation2017Ingår i: Proceedings of the International Symposium on Monolingual and Bilingual speech 2017 / [ed] Elena Babatsouli, Chania: Institute of monolingual and bilingual speech , 2017, s. 308-312Konferensbidrag (Refereegranskat)
    Abstract [en]

    This study examines teachers’ opinions on the teaching of pronunciation in Swedish for immigrants (SFI). A web-based survey containing questions about teachers’ experiences of teaching pronunciation and their education in second language pronunciation was distributed to teachers in Sweden. The purpose of the survey was to learn more about how pronunciation is taught to adult learners of Swedish as a second language. 92 teachers of SFI answered questions about their approach and beliefs concerning teaching pronunciation. Almost all of them reported that it is difficult to teach pronunciation because they do not have enough training in teaching it. Only half of the teachers have any kind of formal education in pronunciation methodology. However, they all consider pronunciation instruction to be of importance for second language learners. The goal for second language teaching in general is to obtain comprehensible speech in order to have an increased chance of integration into the society. Only a few teachers have special lessons focusing on pronunciation. Most of them take the opportunity to talk about and teach pronunciation embedded in lessons concerning, for example, grammar. The teachers answer that vowel quality, phrase intonation and word stress is of importance when teaching pronunciation, but they also mention that prosody is difficult to teach. The results of this survey raise questions regarding teachers' education in teaching pronunciation and the teachers’ knowledge about Swedish phonology and phonetics.

  • 5464.
    Zetterholm, Elisabeth
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Abelin, Åsa
    Swedish and Somali listeners' attitudes towards L2 Swedish speech2017Ingår i: Scandinavian Philology, ISSN 0202-2397, Vol. 15, nr 2, s. 193-203Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Foreign accented speech does not always have an impact on intelligibility. However, a foreign accent may have an impact on verbal communication even though the listener understands the message and this is often related to listeners’ attitude. It is shown that listeners with the same first language (L1) rate their own accent more positively and comprehensible in comparison to listeners with other linguistic backgrounds. On the other hand, other studies show the opposite without any indication for intelligibility advantage for a speaker with the same first language as the listeners. Phonetic and phonological contrasts between languages also have an impact on foreign accent and the listeners’ judgments concerning intelligibility and pleasantness. In this pilot study, the aim is to examine if Somali listeners rate speakers with a Somali accent of Swedish higher for intelligibility and pleasantness compared to native listeners of Swedish, and whether attitudes to L2 speech did or did not differ from one another.

  • 5465.
    Zetterholm, Elisabeth
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Abelin, Åsa
    Swedish and Somali listeners' attitudes towards L2 Swledish speech2017Ingår i: Scandinavian Philology [Skandinavskaja filologija], ISSN 0202-2397, Vol. 15, nr 2, s. 193-203Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Foreign accented speech does not always have an impact on intelligibility. However, a foreign accent may have an impact on verbal communication even though the listener understands the message and this is often related to listeners’ attitude. It is shown that listeners with the same first language (L1) rate their own accent more positively and comprehensible in comparison to listeners with other linguistic backgrounds. On the other hand, other studies show the opposite without any indication for intelligibility advantage for a speaker with the same first language as the listeners. Phonetic and phonological contrasts between languages also have an impact on foreign accent and the listeners’ judgments concerning intelligibility and pleasantness. In this pilot study, the aim is to examine if Somali listeners rate speakers with a Somali accent of Swedish higher for intelligibility and pleasantness compared to native listeners of Swedish, and whether attitudes to L2 speech did or did not differ from one another.

  • 5466.
    Zetterholm, Elisabeth
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Bergh Nestlog, Ewa
    Elevtexter på flerspråkiga elevers olika språk2017Ingår i: Språk och norm: Rapport från ASLA:s symposium, Uppsala universitet, 21-22 april 2016 / [ed] Saga Bendegard, Ulla Marttala, Maria Westman, Uppsala: ASLA: Svenska föreningen för tillämpad språkvetenskap , 2017, s. 178-186Konferensbidrag (Refereegranskat)
    Abstract [sv]

    I de allra flesta svenska klassrum finns idag elever med olika språk utöver det svenska språket. Forskning (t.ex. Gibbons 2016) visar att det är värdefullt för såväl språk-som kunskapsutvecklingen att eleverna får möjlighet att använda alla sina språkkunskaper i skolan, det som kan kopplas till begreppettranslanguaging (García & Wei 2014). I en longitudinell studie har vi följt några elever från årskurs 1 till 3 på en skola som ligger i ett mångkulturellt område där svenska bara är ett av många språk som talas. I skolan är dock svenska det gemensamma språket.

  • 5467.
    Zetterholm, Elisabeth
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Håkansson, Gisela
    Beskrivning av fonologi och grammatik i olika språk2018Ingår i: Språkutveckling och språkstörning hos barn, del 3: Flerspråkighet – utveckling och svårigheter / [ed] Eva-Kristina Salameh, Ulrika Nettelbladt, Lund: Studentlitteratur AB, 2018, s. 121-159Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 5468.
    Zhang, LeChen
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Nouri, Jalal
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    A systematic review of learning computational thinking through Scratch in K-92019Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 141, artikel-id 103607Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    As computational thinking (CT) is being embraced by educational systems worldwide, researchers and teachers have posed important questions such as what to teach and what can be learned. These questions are universally crucial to the learning of all subjects. Nevertheless, there is no up-to-date, systematic overview of CT education for K-9 students that attempt to provide answers to these crucial questions. Thus, this systematic review presents a synthesis of 55 empirical studies, providing evidence of the development of computational thinking through programming in Scratch, one of the most popular visual block programming languages in schools. The purpose of this review is to systematically examine the CT skills that can be obtained through Scratch in K-9 based on empirical evidence. This systematic review has adopted Brennan and Resnick's (2012) framework as the basis for defining and identifying the expected CT skills in K-9. The major findings entail what computational thinking skills students in K-9 can learn through Scratch in relation to the framework mentioned above, taking the progression of learning into account. Additional CT skills that are not captured by the framework were identified including input/output, reading, interpreting and communicating code, using multimodal media, predictive thinking, and human-computer interaction. These additional CT skills are not currently presented in Brennan and Resnick's (2012) framework and can be considered as possible supplements to their framework. Furthermore, the paper discusses the difficulties regarding assessment and the progression of the identified skills, as well as problems with study designs. Finally, the paper sets out suggestions for future studies based on the current research gaps.

  • 5469.
    Zhang, Zhimao
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Identity and Challenges of Swedish Language Teaching Profession in Sweden: A comparative study of native and non-native Swedish speaking teachers’ reflections2019Självständigt arbete på avancerad nivå (masterexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Along with the increase of immigrants, Swedish language teachers play a more and more critical role in the acculturation and integration of immigrants. The status of native speaking teachers and the relationship between native and non-native language speaking teachers have always been a concern. This study aims to explore native and non-native Swedish speaking teachers' (NSSTs/ non-NSSTs) reflections on their professional identity and the challenges they encountered in Sweden. The research questions are (1) What are the perceptions of NSSTs and non-NSSTs towards their professional identity? Is there any similarity or difference between the two groups of teachers? (2) What challenges do NSSTs and non-NSSTs encounter concerning teachers, students, and institutions? Is there any similarity or difference between the two groups of teachers? (3) To what extent are these differences of challenges relevant to the participants’ language and cultural background? Note, the central idea of this study is to show what happened rather than why it happened. Therefore, this study pays more attention to explore the answer to the first two questions.

           In this thesis, a total of 10 participants, 5 NSSTs and 5 non-NSSTs, were invited to the semi-structured interviews. By adopting thematic analysis, the findings revealed teachers' reflections on professional identity, and the challenged faced by NSSTs and non-NSSTs from student-teacher-institution related factors. The results showed different language or cultural background did influence the similar or different reflections of native and non-native language speaking teachers, but it was not the only factor, while the complex combination of contextual and individual factors accounted for these differences. This study also proposes further implications for further research, educational practice, and educational policy.

  • 5470. Zilliacus, Harriet
    et al.
    Paulsrud, BethAnne
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Multilingual and intercultural education in Swedish and Finnish curricula2016Ingår i: 2nd Biennial JustEd Conference: 'Actors for Social Justice in Education', 8–9 March 2016, University of Helsinki, 2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    Multilingualism and interculturality are established concepts in the Nordic countries. Due to societal change and increasing diversity in schools, these concepts have been subject to constant re-conceptualizations within the educational field. In light of this, the present study explores Swedish and Finnish national school curricula, examining key concepts within the framework of critical multicultural education, including multilingual education. The aim is to investigate how the discourses on multilingual and intercultural education have developed in the Finnish and the Swedish national curricula from1994-2014. The study represents one part of the research project, MINTED (Multilingual and Intercultural Education in Sweden and Finland), investigating the relationship between education policy and teacher training programs in Sweden and Finland. The overall aim of MINTED is to acquire a deeper understanding of how both multilingual and intercultural education are embodied explicitly and implicitly in national policies, teacher training and teaching practice. While the focus is on the Swedish and Finnish contexts, how education policies have developed in relation to the concepts of multilingual and intercultural education is of international interest to scholars and practitioners involved in creating education policy for compulsory schools within an increasingly global context and a culturally and linguistically diverse world.

    Methods/methodology

    The curricula and policy texts were analyzed using discourse analysis. This discourse analytic perspective recognizes that language is not transparent but rather constitutive and represents a site where meaning is created and changed. The analysis searches for patterns in the curricula, which are associated with the topics of multilingual and intercultural education, seeking to understand the language linked to these terms as situated within the cultural contexts and positionings made within the documents. The Finnish documents included comprehensive school curricula from 1994, 2004 and 2014, as well as their amendments. Supporting documents included the government’s five-year Development Plans for Education and Research from 1991-2016. The Swedish documents comprised the following: the Swedish Curriculum for the Compulsory School System, the Pre-School Class and the Leisure-time Centre (1994); the Swedish Curriculum for the compulsory school, preschool class and the recreation centre (2011); and the Education Act (2010, last updated 2015).

    Expected outcomes/results

    The preliminary results reveal that in both contexts there has been a move away from a discourse on interculturalityas equivalent to othering, towards seeing interculturality as an intrinsic part of the school. In the Finnish curricula, this discursive development appears explicitly, as a movement from tolerance-oriented to pluralist-oriented education. Likewise, there is a development in Finnish curricula from promoting language as enrichment to enhancing multilingualism in education and in students’ identities. While language is key in the Swedish curricula, multilingual and intercultural education are not explicitly covered, but may be gleaned from the focus on human rights and respect for all. Thus, while there clearly is a movement towards more critical approaches to multilingualism and interculturality in the Finnish context, this is not evident in the Swedish context. A discussion on points of silence is thus necessary for understanding how the discourses on multilingual and intercultural education have developed.

     

  • 5471. Zilliacus, Harriet
    et al.
    Paulsrud, BethAnne
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Holm, Gunilla
    Essentializing vs. non-essentializing students' cultural identities: curricular discourses in Finland and Sweden2017Ingår i: Journal of Multicultural Discourses, ISSN 1744-7143, E-ISSN 1747-6615, Vol. 12, nr 2, s. 166-180Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article examines how students' cultural identities are discursively constructed in the Finnish and Swedish national curricula for the compulsory school. The aim is to illuminate the manifold discourses on cultural identity which prevail within Nordic educational policy. The study employs a critical multicultural education and postcolonial perspective with a particular focus on essentialist and non-essentialist views of identity in the curricular discourses. Through discourse analysis, key terms such as 'cultural identity' and 'multicultural identity' as well as different aspects of cultural identities such as language, gender and religion are investigated. The results show diverging discourses, with distinct differences in their explicitness and implicitness in the two countries. A clear effort to see all students as having multi-layered and multicultural identities is evident in the Finnish curricular discourse whereas a more essentializing discourse emerges in the Swedish curriculum. We conclude with a discussion on the importance of addressing policy discourses on students' cultural identities in order to ensure non-essentialist and socially just teaching and educational practice.

  • 5472.
    Zolotarova, Yuliya
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    På väg mot en effektiv modersmålsundervisning: Olika uppfattningar av effektivitet i undervisningen2017Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this study was to describe and analyze the perceptions of mother tongue teachers regarding the effectiveness of teaching and various factors that may affect the effectiveness based on a phenomenological approach. For this purpose, ten interviews with mother tongue teachers were conducted. The results show that teachers have clear perceptions of what effectiveness is and use different methods to make teaching more effective. Three extensive categories that affect positively effectiveness were identified: personalized education, teacher leadership and motivation. The findings suggest that there are also factors that negatively affect effectiveness. These factors are teaching time and inappropriate scheduling, difficulty in forming reasonably large and homogeneous groups, inappropriate teaching facilities and lack of collegial learning. The results correspond to the latest research in the field. Overall, the results suggest the variety of perceptions about effectiveness and factors that can affect it.

  • 5473.
    Zwedberg, Sofia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ville amma!: En hermeneutisk studie av mödrar med amningsbesvär; deras upplevelser, problemhantering samt amningskonsultativa möten2010Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    The focus is on mothers who asked for help because of initial problems with breastfeeding, i.e., their feelings and experiences, how they cope with their difficulties, and the consultative meetings with a midwife. Taking as a point of departure the ideas that mothers have about breastfeeding, the aim is to describe how mothers experience their situation and themselves as new mothers, when they have problems with breastfeeding, and, to find out how mothers experience the consultative situation as well as their own participation and responsibility.

    Fourteen mothers, who expressed a wish to breastfeed and who asked for help during their stay in the maternity ward, were video-taped during individual consultations with a midwife. Three months later each mother was interviewed about her experiences and feelings as regards the consultations. The outcomes were analysed according to a hermeneutical approach, from an interactionist perspective and, in addition, using crisis theory as a theoretical basis.

    This thesis illuminates the interactionist perspective on three different system levels: the norms in society in relation to the mother’s expectations about breastfeeding, the mother’s intra-psychological process and the consultative meeting.

    The results demonstrate that the women had thought of breastfeeding as a ‘door opener’ into the new role of motherhood. When the mother instead encountered a breastfeeding situation that did not meet with her expectations, there were two things that stood out very clearly; i.e., a feeling of inadequacy, and a constant internal as well as external questioning of herself. The fact that breastfeeding did not turn out as expected could also trigger a crisis reaction.

    It was important that the mother had a feeling that the midwife understood her, so what she was talking about became meaningful. This in turn could lead to a shift in attitude so that the mother changed from a closed position to an open and, thus, could begin to look forward.

    If breastfeeding did not turn out the way the mother had hoped her self-image was influenced and ‘coming into existence” as a mother was more difficult.

    To be involved and responsible had different meanings depending on where the mother was in the process, which meant that the mothers wanted different kinds of support on the way. One condition for making this possible was the consultative meeting in a manner of reciprocity.

  • 5474.
    Álvarez López, Laura
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för spanska, portugisiska och latinamerikastudier, Avdelningen för portugisiska.
    Sundberg, Ann-Kari
    Simfors, Per
    Studentcentrerad och forskningsbaserad kursutveckling - en möjlighet?2012Ingår i: Utbildning – Undervisning – Utmaning – Utveckling: En rapport från LiU:s utvecklingskonferens 10 mars 2011 / [ed] Elinor Edvardsson Stiwne, Linköping: Linköpings universitet , 2012, s. 43-58Konferensbidrag (Övrigt vetenskapligt)
  • 5475.
    Ädelqvist, Jessica
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Soendojo, Nathalie
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Ickemänniskornas betydelse i barns fria lek i förskolan: Ett posthumanistiskt perspektiv på barns fria lek i förskolan2015Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Sammanfattning

    Syftet med denna studie är att undersöka vilken betydelse ickemänniskor har i förskolans innemiljö under barns fria lek och vilken betydelse de har för barns subjektskapande. För att samla in vår empiri har vi använt oss av en kvalitativ ansats och genomfört en deltagande observation på en förskoleavdelning med hjälp av anteckningar. För att få fatt i vårt syfte och våra frågeställningar har vi utgått från ett posthumanistiskt perspektiv och tagit stöd av ett flertal performativa begrepp. I våra analyser har vi lyft fram ickemänniskor som till exempel rum, ytor, möbler, leksaker och material som generellt sätt kan ses som mindre betydelsefulla i förskolans vardag. Dessa ickemänniskor kan ses som performativa aktörer som deltar, får saker att hända och tillför förändringar i barnens fria lek. I analysen går det även att förstå hur ickemänniskor blir medskapare i barnens subjektskapande och att barnens handlande inte beror på hur de är innerst inne. Med en posthumanistisk syn kan pedagoger i förskolan bemöta barnen mer etiskt då de uppmärksammar hur ickemänniskor är deltagare och medskapare i barnens fria lek.       

  • 5476.
    Änggård, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Children's gendered and non-gendered play in natural spaces2011Ingår i: Children, Youth and Environments, ISSN 1546-2250, E-ISSN 1546-2250, Vol. 21, nr 2, s. 5--33Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper concerns gender aspects of children’s play in nature environments. In an ethnographic study, children between 1½ and 6 years in a Swedish outdoor preschool were videotaped during time for free play. Four different play themes were particularly popular among the children: war and superhero play, family play, animal play and physical play. Each one of these themes has been analyzed from two perspectives: how nature resources are used and which gender positions they provide. Within the themes, nature’s affordances are used in various ways. Similarly, a range of gender positions is evident across the themes. The superhero theme includes exclusively gender-stereotyped masculine play positions, while the family theme includes both traditional gender positions and possibilities for transgressions. Further, animal play as well as physical play provides non-gendered play positions. Natural environments are not gender-coded in themselves and they invite certain play activities where girls and boys play together. Thus, nature spaces seem to offer good opportunities to promote gender equity.

  • 5477.
    Änggård, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Children’s relations to outdoor places through the lenses of digital cameras2012Ingår i: Abstract book, EECERA 2012, 2012, s. 39-40Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of this paper is to discuss possibilities and limitations using children’s photographs, a research method that has been more frequent during the last years. The paper is based upon an on-going study about children’s relations to outdoor places. In all, 42 children between sex and eight years old, at two primary schools with outdoor education programmes, participated in the study. The children took photos with digital cameras during walks in the school yards and in nature environments. They were asked to show places for their play and other activities. Thereafter, ten girls and ten boys were interviewed about their photographs. The children were informed about the project and that their participation was voluntary. In the analysis the concept of intra-activity (Barad 2007) was used. The concept implies that not only humans but also material objects possess agency. This emphasizes the interplay between children, cameras and outdoor environment. The result indicates that children are empowered when they are given cameras. The cameras, as well as the photos, also help children to reflect over and communicate their experiences of the outdoor environment. However, the cameras as well as discursive factors concerning photography also influence the children and the research process. They invite children to activities of social and explorative character, activities that sometimes do not coincide with the purpose of the study, i.e. to investigate children’s relations to outdoor places. Digital cameras could be important devices for teachers and researchers who want empower children and take part in their experiences.

  • 5478.
    Änggård, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Digital cameras: agents in research with children2015Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 13, nr 1, s. 1-13Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In a study on children’s relations to outdoor places, 41 6- to 8-year-old children took photos with digital cameras during walks in schoolyards and nature environments. In the present article, the cameras and their role in the research process are in focus. A materialist approach has guided the analysis (Barad 2003, 2007). The research process is seen as a materialist-discursive phenomenon in which several human and nonhuman agents intra-act. The results indicate that the cameras give rise to explorative activities and function as a third party in social situations. These activities occasionally counteract the purpose of the study.

  • 5479.
    Änggård, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Ett år i ur och skur: utomhuspedagogik i förskolan2014 (uppl. 1)Bok (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Under de senaste decennierna har intresset för utomhuspedagogik ökat i Sverige. Den första I Ur och Skur-förskolan startade 1985 på Lidingö och idag finns drygt 200 sådana enheter av vilka några är skolor och de flesta förskolor. Den här boken handlar om en sådan förskola som författaren i egenskap av forskare följde under ett läsår. Hon samlade in data med hjälp av olika metoder – deltagande observation, videoinspelningar, intervjuer och fotografier. Författaren visar med konkreta exempel hur naturmiljöer- och material används av personal och barn och hur den vardagliga verksamheten ser ut. Vidare redovisar hon personalens och föräldrarnas tankar om varför det är värdefullt för barn att vistas i naturmiljö redovisas. Verksamheten diskuteras med hjälp av teoretiska begrepp hämtade från kulturgeografi, barndomssociologi och pedagogik. Författaren knyter också an till aktuell debatt om vad det innebär att vara barn i dagens samhälle där företeelser som urbanisering, konsumtion och medieanvändning ökar i betydelse.

    Boken vänder sig till förskollärarstudenter, förskolepersonal, föräldrar till förskolebarn och andra med intresse för utomhuspedagogik. Den är tänkt att användas i utbildning av förskollärare och annan förskolepersonal och som inspiration för pedagoger som vill arbeta mera med utomhuspedagogik i ”vanlig” förskoleverksamhet. Den är också användbar för I Ur- och Skurpersonal som vill diskutera och utveckla sin pedagogik och synliggöra den för allmänheten.

  • 5480.
    Änggård, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Gåturer kan ge barn inflytande i förskolans vardag2013Konferensbidrag (Övrigt vetenskapligt)
    Abstract [sv]

    Under de senaste årtiondena har barndomssociologin etablerats som forskningsfält. Intresset riktas mot barn som social grupp och barn ses som kompetenta samhällsmedlemmar med förmåga att bidra till kunskapsproduktionen. Olika forskningsmetoder som kan göra det möjligt för barn att delta aktivt i forskningsprocesser har prövats.

    En sådan metod är promenader, så kallade gåturer, där barn och forskare tillsammans rör sig i barns vardagsmiljöer. Under gåturerna berättar barnen om sina erfarenheter för forskaren. Metoden ger barn möjlighet att uttrycka sig på flera sätt än verbalt. Förkroppsligade erfarenheter kan exempelvis komma till uttryck när de samspelar med miljön och minnen väcks när de får syn på föremål. I artikeln analyseras videoinspelade gåturer med 6-8-åringar som deltagit i ett VR-finansierat projekt. Erfarenheterna tas som utgångspunkt för en diskussion om hur metoden kan användas förskoledidaktiskt, för att ge små barn möjlighet att uttrycka sig och påverka sin vardag.

  • 5481.
    Änggård, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Gåturer som forskningsmetod med barn2014Konferensbidrag (Refereegranskat)
  • 5482.
    Änggård, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    How matter comes to matter in children's nature play: posthumanist approaches and children's geographies2016Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 14, nr 1, s. 77-90Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the present paper, a posthumanist approach is used to analyse children's play activities in natural environments. The aim is to analyse intra-actions between children, the material environment and discourses, with a focus on the material and embodied aspects of these intra-actions. Forty-two children between six and eight years and from two Swedish schools participated in the study. Video observations of play activities have been the most important data source. For the analysis of how matter acts', play with sensorimotor content has been distinguished from play with symbolic content. In sensorimotor play, matter seems to talk' more directly to children's hands and bodies. In play activities with symbolic content, matter works both directly and through discourses, when objects are given symbolic meaning. In both kinds of play, discursive practices in the peer groups are influential.

  • 5483.
    Änggård, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för didaktik och pedagogiskt arbete.
    Lek i skogen mera jämställd?2009Ingår i: Locus, ISSN 1100-3197, nr 2, s. 3-19Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 5484.
    Änggård, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Making Use of "Nature" in an Outdoor Preschool: Classroom, Home and fairyland2010Ingår i: Children, Youth and Environments, Vol. 20, nr 1, s. 4-25Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In Swedish preschools, visits to nature environments are traditionally seen as

    important, and during the past two decades, interest in outdoor education has

    increased. This article concerns different ways of talking about and making use of

     

    nature in everyday activities in a Swedish preschool with an outdoor focus. The

    researcher studied 32 children between 1½ and 6 years old and their teachers

    during a one-year period. The data collected include ethnographic material such as

    video observations, interviews and local documents. The analysis indicates that

    nature is used in three ways: as a classroom where children learn about nature, as

    a home—a peaceful place for eating, sleeping and playing, and as an enchanted

    world, a fairyland.

     

  • 5485.
    Änggård, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för didaktik och pedagogiskt arbete.
    Naturen som klassrum, hem och sagovärld2009Ingår i: Naturen som symbol för den goda barndomen / [ed] Gunilla Halldén, Stockholm: Carlsson , 2009, s. 78-105Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 5486.
    Änggård, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för didaktik och pedagogiskt arbete.
    Skogen som lekplats: naturens material och miljöer som resurser i lek2009Ingår i: Nordic studies in education, ISSN 1891-5949, nr 2, s. 221-234Artikel i tidskrift (Refereegranskat)
  • 5487. Ärlemalm-Hagsér, Eva
    et al.
    Engdahl, Ingrid
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Caring for oneself, others and the environment: Education for sustainability in Swedish preschools2015Ingår i: Young children and the environment: early education for sustainability / [ed] Julie M. Davis, Cambridge: Cambridge University Press, 2015, 2, s. 253-265Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    In this new chapter, the authors from Sweden provide a context for ECEfS by first describing key features of the Swedish early education system. They highlight that there is an underlying framework that supports sustainability education and the active participation of children in decision making around sustainability issues, even though sustainability, as such, is not overt within key national early childhood curriculum documents. They then discuss recent Swedish research related to ECEfS, identifying that, while advances are being made, there is a way to go in upskilling practitioners in ECEfS understandings and practices. They finish their chapter by outlining an example of ECEFS in practice that integrates all dimensions of sustainability – environment, economics and the social – and illustrates how young children can be actors and change agents within their communities.

  • 5488.
    Åberg, Maria
    et al.
    Stockholms universitet, Lärarhögskolan i Stockholm.
    Bäck, Johan
    Stockholms universitet, Lärarhögskolan i Stockholm.
    "- Ay Caramba, vilket väder! brukar hon säga."2008Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [sv]

    Barn- och ungdomslitteratur är en viktig del av verksamheten i förskola och skola. De böcker som barnen och eleverna möter påverkar dem på olika sätt. I texterna finns både implicita och explicita budskap, vilket gör dem intressanta att granska ur olika perspektiv. Genom genusforskning vet vi att strukturer återfinns i barn- och ungdomslitteraturen samt att de påverkar barns identitetsutveckling. Syftet med denna uppsats har varit att undersöka, synliggöra och beskriva hur etnicitet och nationalitet kan reproduceras genom några karaktärer i barnboksserien LasseMajas detektivbyrå av Martin Widmark. Ämnesvalet har gjorts baserat på böckernas popularitet och vi vill genom undersökningen bidra till förståelsen för hur etnicitet och nationalitet gestaltas i barnböcker. Genom kvalitativ innehållsanalys har vi undersökt hur karaktärer med annan etnisk bakgrund än svensk eller annan nationell härkomst än svensk beskrivs i texten. Med hjälp av teorier om etnicitet och nationalitet har vi analyserat åtta karaktärers beteende, utseende, uttalanden och tankar samt kommentarer om dem. En slutsats av analysen är att etnicitet och nationalitet har stor betydelse i presentationen av de undersökta karaktärerna. En annan slutsats är att de görs främmande och annorlunda samt att de framställs på ett stereotypt sätt.

  • 5489.
    Åbjörk, Linda
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Åsén, Sara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Yoga och barn: En kvalitativ studie om pedagogers upplevelser av att yoga med barn i förskoleåldern2017Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Tidigare forskning visar på de olika effekter som yoga tycks ha för barns välmående, men det har varit ont om undersökningar som visar pedagogers upplever avseende yogans effekt i arbetet med barn. Vårt syfte med studien var därför att undersöka pedagogers upplevelser av att arbeta med yoga och barn i förskoleålder. Genom kvalitativa, semistrukturerade intervjuer med pedagoger har studiens resultat vuxit fram och analyserats utifrån en fenomenologisk teori. Fenomenologin används sedan för att koppla studiens resultat till de begrepp vi använder oss av för att förstå pedagogernas livsvärldar. Slutsatsen visar att yoga påverkar både det enskilda barnet och barngruppen och att barn för att orka med sin vardag behöver få tid till lugn och ro. Genom att använda yoga som arbetsmedel utvecklar pedagogerna barnens självuppfattning samtidigt som barnens både fysiska och psykiska funktioner utvecklas. Barnens relationer både till sig själva och till andra utvecklas med hjälp av ett prestationsfritt förhållningssätt där pedagogerna medvetet arbetar för att hjälpa barnen att känna ett lugn och att kunna fokusera.

  • 5490.
    Åbonde, Lena
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Strömbom, Carina
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    "Jag har typ en tallinje i huvudet": Elevers upplevelse av träning med applikationen Vektor2017Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syftet med denna studie var att undersöka hur elever i behov av särskilt stöd i matematik beskriver sin upplevelse av träning med applikationen Vektor och om de uttrycker någon förändring av sina grundläggande strategier efter träning. Flera forskare är överens om att arbeta med hjälp av digitala verktyg får effekter på elever både när det gäller kunskap och motivation. Vad det är som gör att de blir motiverade och lär sig mer och om effekterna sitter i, finns det delade meningar om. Åtta elever i behov av särskilt stöd i matematik från två olika skolor i Mellansverige arbetade med applikationen Vektor vid 15 tillfällen. I applikationen tränade eleverna på talkamrater, tallinjen, pussel och arbetsminne. För att genomföra studien användes en blandad metod för att få in olika sorters datamaterial, materialet bestod av 16 intervjuer, 120 observationer, 120 enkäter samt statistik som samlades in när de utförde träningen av applikationen. Resultatet av studien visade att samtliga elever uttryckte att matematiken blev roligare med hjälp av en surfplatta och att de ville fortsätta att lära sig matematik med hjälp av ett digitalt verktyg. Minnesträningen var den del av träningen som väckte mest känslor både negativa och positiva. Eleverna upplevde att de hade börjat tänka med andra strategier och även automatiserat vissa enklare beräkningar efter träningen. Dock visades liten påverkan på elevernas uttryckta uppfattning om ämnet matematik efter träningsperioden. Studiens resultat styrker att användandet av ett digitalt verktyg är specialpedagogiskt intressant.

  • 5491. Åge, Lars-Johan
    et al.
    Gustavsson, Bengt
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Företagsekonomiska institutionen.
    The art of discovering - experiences of novice researchers2016Ingår i: Qualitative Research Journal, ISSN 1443-9883, Vol. 16, nr 2, s. 125-137Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose - The purpose of this paper is to conceptualize and analyze novice researchers' experiences of the Glaserian grounded theory methodology. Design/methodology/approach - The grounded theory analytical procedures were applied. Findings - The paper suggests that the creative freedom inherited in the Glaserian grounded theory approach empowers novice researchers, and many students reported positive emotions related to this freedom. At the same time, this freedom can represent a difficulty. Several students thought the tabula rasa instruction was something of a paradox, and the instructions within the methodology to be without preconceptions, let the theory emerge, and find the social process was difficult for most students to understand. However, some students found that they could counteract this difficulty via a systematic coding process and by working in pairs that enabled them to conduct an analytical dialogue. Originality/value - This is the first study that investigates the way that novice researchers experience the Glaserian grounded theory methodology.

  • 5492.
    Ågren, Ylva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Barns medierade värld: syskonsamspel, lek och konsumtion2015Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [sv]

    Detta arbete undersöker hur syskon samspelar och skapar mening och social ordning inom ramen för olika mediepraktiker. Med hjälp av medieetnografiska metoder har 14 barn i åldrarna fyra till nio år (tio olika syskonkonstellationer) följts i hemmiljö under en halvårsperiod. Materialet består främst av videoinspelad interaktion. Avhandlingen bygger på sociokulturella och kultursociologiska perspektiv, där individen ses som en aktiv, meningsskapande och samspelande aktör som påverkar och påverkas av sin sociala och kulturella kontext. Analysen är i huvudsak relaterad till de handlingar som äger rum i lokalt situerade aktiviteter och undersöker vad syskonen gör med medier i olika verksamheter, men visar även hur samhällelig kontext och barns aktörskap är parallella aspekter i barns liv.

    Avhandlingen synliggör hur medier utgör en stor och viktig del av barns vardagskultur. Medier är självklara referensramar och skapar gemensamma plattformar för barnens samtal och lekar. Syskonen använder medier och olika artefakter för att förhandla, utmana eller fördela positioner. Småsyskonen tar sig successivt in i de äldre syskonens medielandskap, medan de äldre ofta blir ledstjärnor eller ger sig själva tolkningsföreträde. Vidare visas hur kunskapsförmedling är ett väsentligt inslag mellan syskon. Utöver rent praktiska färdigheter i hur de tekniska apparaterna ska hanteras, förhandlas även smak, normer, värderingar och tillgång till symboliskt kapital. Spel, musik, TV, YouTube och medieartefakter används som resurser för självpresentation.  Analyserna pekar på barnens aktörskap; barnen tolkar, omtolkar, utmanar och förhandlar innebörder och föreställningar om vad som är kultur för barn. Avhandlingen belyser även hur konsumtion intimt hänger samman med mediepraktiker. Mobiler, spelkonsoler och medlemskap på virtuella spelsidor blir åtråvärda artefakter och statusmarkörer i barnens medievärldar. 

  • 5493.
    Åhlund, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Swedish as multiparty work: Tailoring talk in a second language classroom2015Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    This dissertation examines classroom conversations involving refugee and immigrant youth in a second language (L2) introduction program, exploring how L2 Swedish emerges as a multiparty accomplishment by both the teacher and the students. Drawing on forty hours of video-recorded Swedish L2 classroom conversations, as well as on observations and informal interviews, it focuses on talk as a form of social action. Theoretically and methodologically, the dissertation primarily combines insights from language socialization and social constructionist frameworks and detailed transcriptions informed by conversation analysis.

    Study I documents how schooled Swedish as a second language (SSL) student identities emerged as performative effects of how the students in school activities were addressed as “ethnic” students, and how they managed to handle, adopt, and contest being positioned as the Other. Study II records classroom performances and the formation of a community of practice. The analyses cover how students’ verbal improvisations (repetitions, stylizations, and laughter) and alignments to local registers authenticate SSL identities. The findings show how stylizations were important resources for metalinguistic reflections on correctness, and for the establishment of a local language ideology. Study III documents the interactional nature of classroom repair work. Detailed analyses of correction sequences and trajectories show that both the teacher and the students produced ambiguous other-corrections, illuminating the intricate multiparty work in correction trajectories.

    In brief, this dissertation illuminates multiparty aspects of classroom L2 socialization. The analyses of classroom talk show how both teacher and student investments in language competencies and local ideologies of correct Swedish or style, as well as participation and identity work, are co-constructed through participants’ tailoring of talk.

  • 5494.
    Åhlund, Anna
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Aronsson, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Corrections as multiparty accomplishments in L2 classroom conversations2015Ingår i: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 30, s. 66-80Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Much research on classroom talk has had a dyadic teacher-student bias. This study documents multiparty aspects of repair work through analyses of talk in a classroom community. Drawing on 40h of video-recordings from Swedish L2 lessons in a language immersion classroom, participant contributions were analyzed as those of a party (Schegloff, 1995), rather than merely as individual contributions. The detailed analyses of correction trajectories reveal that both the teacher and the students produced exposed corrections (Jefferson, 1987) as well as embedded corrections (corrective recasts). The analyses illuminate the teacher's sustained efforts in tailoring classroom talk to the classroom community's displayed understanding and varying skills, something that involved a continuous balancing act between form-accuracy and conversational progressivity. Moreover, the analyses document student agency (e.g. vicarious responses, chorus responses and peer corrections). In moving away from a dyadic bias, this study of repair work contributes to situated analyses of classroom corrections.

  • 5495.
    Åhlund, Anna
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Aronsson, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Stylizations and alignments in a L2 classroom: Multiparty work in forming a community of practice2015Ingår i: Language & Communication, ISSN 0271-5309, E-ISSN 1873-3395, Vol. 43, s. 11-26Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In a single-case analysis of classroom conversations, Swedish was both the target language and lingua franca. The analyses (based on a corpus of 40 h of video-recordings) document the role of stylizations and alignments in the building of a community of practice in a L2 classroom for migrant students. The analyses cover participants' perspectives as they appeared in their ways of deploying local registers, on the one hand, and standard Swedish, on the other. Stylizations and laughter were important resources for the establishment of local language ideologies. The analyses extend work on classroom performance and communities of practice, documenting in detail how a community is partly talked into being, shaped through stylizations and other alignments.

  • 5496.
    Åhlund, Anna
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Jonsson, Rickard
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Constructing the Other in the "inclusive school": Paradoxical practices and identification in SSL educationManuskript (preprint) (Övrigt vetenskapligt)
  • 5497.
    Åhs, Olle
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS).
    Towards social well-being in schools: an implementation study of Involvement Education2002Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    The first purpose of this thesis concerning the implementation of Involvement Education (IE) was to highlight the experiences of the most important actors in the school (teachers, pupils and administration) when implementing the method in ordinary classes /leisure-time centers in a Swedish compulsory school, grades 1-6.

    IE is presented as a theory and a method, with the purpose of fostering sound self-esteem in human beings, stimulate a friendly social climate, training of positive traits or “virtues” and teaching positive ways of handling conflict. Its main strategy consists of group talks with the participants sitting in a close circle. There are different kinds of talks each with a different structure of leadership. Of great importance is the attitude of the adult and his/her ability to lead the talks. Theoretically IE is based upon ideas from William Glasser, Alfred Adler and Aron Antonovsky.

    The second purpose was to study how the implementation process per se was experienced and how the process developed over time. Did the use of IE continue and develop without support from ”outside”?

    The approach chosen is the phenomenon-oriented case study. The study was done during a period of three years involving students, staff and administration. Quantitative as well as qualitative methods have been used.

    The findings indicate that IE was experienced as being in line with the curricula of the school and of the recreation center concerning students’ socio-emotional development. The findings also indicate that the teachers experienced that IE was a method that could positively stimulate the social competence of the students, unity in the class, develop the ability to handle conflicts and develop attention of good qualities.

    The students liked the talks and experienced that the participants listened to them when they spoke. Several students said that they had been better to solve conflicts. These findings were analyzed from a theoretical point of view that stressed the necessity of satisfying certain basic psychological needs in order to develop social skills.

    Concerning the second purpose the findings indicate that the method was successfully implemented in the school. In the leisure-time centers, however, the method was not implemented. One reason was that the pedagogy in leisure-time centers traditionally has not stressed the worth of structured activities.

    In the concluding chapter some implications of the study for further research are discussed as well as IE in regard to some fundamental issues concerning didactics and schooling. Among these are: what can be learned from a study like this? – IE and the situation in today’s schools in Sweden and consequences for teacher training.

  • 5498.
    Åkerblom, Jaana
    Stockholms universitet, Lärarhögskolan i Stockholm.
    Språk och status2007Självständigt arbete på grundnivå (yrkesexamen)Studentuppsats
    Abstract [en]

    Denna studie handlar om språk och statusskillnader mellan språken. Syftet var att ta reda på om flerspråkiga grundskoleelever upplever att deras olika språk har olika status. Undersökningen är deskriptiv till sin karaktär. Sex stycken respondenter från åk 9 blev intervjuade. Intervjun består av två delar en skriftlig del och en muntlig del. Resultatet visar att respondenterna betraktade sina språk olika viktiga. Slutsats var att undersökningen trots vaga resultat indikerar att elever i denna studie upplever att det finns statusskillnader mellan sina olika språk.

    This study is about language and status distinctions between languages. The purpose was to find out if multilingual pupils’ experiences that their different languages have different status. The characteristic of this study is that the study is descriptive. Six respondents from the 9th year of the compulsory school were interviewed. The interview was divided into two different parts written and oral. The result of this study shows that respondents considered that their language differs in importance. The conclusion of this study is that in spite of vague results the study indicates that pupils experiences that there is status distinctions between languages.

  • 5499.
    Åkerfeldt, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Didaktisk design med digitala resurser: En studie av kunskapsrepresentationer i en digitaliserad skola2014Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    In digital-classroom practices, pupils design their learning processes in collaboration with their peers, employing different semiotic resources when representing signs of learning in a constant flow. There still remain differences, however, between learning practices and the way pupils are formally tested. During tests, knowledge is regularly represented individually and often by delimited resources in contrast to digital learning practices where technologies enable redesign with a broader mix of written text, images, colours, graphs etc.

    In this thesis I investigate the increased access to and the frequent use of digital resources in schools and how these challenges contribute to tensions between and among school practices. In addition I discuss how digitalised learning environments can be studied in educational research. The aim of my thesis is to add to the existing knowledge about how the use of digital resources shapes knowledge representations and also the pupils’ possibilities to represent their knowledge. Knowledge representations are seen partly as an expression of the pupils’ knowledge in school and partly as an expression of products that are designed to be used in education such as digital educational games, two of which I will study in this thesis.

    My theoretical understanding draws on a design-oriented multimodal perspective on learning. Findings are discussed in relation to didactic design and Learning Design Sequence model (LDS). A developed LDS model is presented that summarises and highlights my findings. In the thesis I also discuss some of the challenges for a researcher when studying learning in a digitalised school with a focus on interaction and communication and how multimodal data can be transcribed, analysed and presented in a publication.

  • 5500.
    Åkerfeldt, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Re-shaping of writing in the digital age: a study of pupils' writing with different resources2014Ingår i: Nordic Journal of Digital Literacy, ISSN 1891-943X, E-ISSN 1891-943X, Vol. 9, nr 3, s. 172-193Artikel i tidskrift (Refereegranskat)
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