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  • 1.
    Michels Hjort, Natalie
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Gandalf: Thinker, Teacher, Mentor, Grouch2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Lord of the Rings is one of the most read novels throughout history. Its popularity is huge and it has a fan-base matched only by that of Star Trek and Star Wars. It is believed that its popularity is due to its applicability and its many interesting characters – which all have different personalities and appeal to different people. One of the most popular main characters is the powerful wizard Gandalf.

    In this essay, I argue that in Tolkien’s novel The Lord of the Rings, Gandalf's relationship to Frodo is constructed as a mentorship as defined by the modern pedagogical research, in order to examine what affect Gandalf's mentoring has on Frodo. In order to confirm this, it will first be established that Gandalf and Frodo has the potential to be in a mentoring relationship. Second, a close reading of the novel will be undertaken, analyzing Gandalf's and Frodo's interaction, comparing it to the interaction between a "good mentor" and his mentee, as defined by modern pedagogical research. Third, I will analyze how Gandalf's actions as a mentor influence Frodo's development and actions in the novel.

    This study shows that Gandalf and Frodo did indeed interact in the way of a mentor and his mentee. Furthermore, Gandalf performed his role the way a "good mentor" should; he asked questions, challenged productivity, encouraged risk-taking, helped to identify goals, listened actively, offered encouragement, promoted independence, provided feedback, shared critical knowledge, provided structure and gradually granted Frodo more responsibilities – the way a "good mentor" should. This all contributed to Frodo's success in helping him develop confidence, competence, self-knowledge, self-sufficiency and determination.

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    Gandalf - Thinker, Teacher, Mentor, Grouch
  • 2.
    Michels Hjort, Natalie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.
    Prov och kognitiv uthållighet: En studie av provutformning2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Alla har en uppfattning om hur ett matematikprov ska se ut, något som ärvts ner genom generationer. Men är utformningen verkligen optimal för att eleverna ska kunna prestera enligt sin förmåga? Studier av kognitiv kapacitet har visat att kognitivt krävande uppgifter frestar på arbetsminnet och skapar störande effekter som sänker hjärnans prestationsförmåga. Således är kanske den traditionella provutformningen med de svåra uppgifterna sist inte optimal för att eleverna ska kunna visa sina kunskaper på ett sätt som gör dem rättvisa.

    Denna kvantitativa studies syfte var att undersöka om provfrågornas ordning påverkar elevernas prestationer vid utförandet av matematikprov. Vidare var även av intresse om utformningen påverkade elevernas motivationsnivå, åsikt om provet eller hur lång tid det tog för dem att slutföra alla uppgifter. Två olika provutformningar undersöktes – en med de svåra uppgifterna sist och en med omvänd ordning.

    Studiens resultat visade ingen stark korrelation mellan utformningen och hur eleverna presterat i allmänhet. Den visade dock att utformningen med de svårare uppgifterna först möjligen kunde gynna de mest ambitiösa eleverna som satt med provet länge. Dessa elever tenderade att prestera bättre och de utförde provet under kortare tid än eleverna i kontrollgruppen. Tidsåtgången i allmänhet påverkades dock inte och inte heller elevernas motivationsnivå. Studien visade slutligen ett starkt samband mellan elevernas åsikt och utformningen: de tenderade att vara mer osäkra i sina åsikter om den nya utformningen och var mer positivt inställda till utformningen med de svåra uppgifterna sist.

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    Prov och kognitiv uthållighet
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