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  • 51.
    Bogren, Beatrice
    Jönköping University, School of Education and Communication.
    Kritiskt litteracitetsarbete: En kvalitativ studie om hur lärare i årskurs 1-3 tolkar, planerar och arbetar med kritiskt litteracitetsarbete i svenskundervisningen.2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The school inspection quality review shows that many pupils are not given enough space to talk about the text that they encounter while working critically with texts (Skolinspektionen, 2010). This might be a problem because Jönsson (2009) considers that the joint conversations about texts can lead to a deeper understanding of the text. Teachers own use and understanding of a critical attitude can be reflected in their teaching (Mclaughling & DeVoogd, 2004). The study is a qualitative interview study that is based on the socio-cultural theory. The aim of the study is to contribute with knowledge of how the interviewed teachers in grade 1-3 relate to the term critical review, which methods and approaches there are in critical literacy in the teaching of Swedish, in order to visualize and discuss critical literacy work at school. The data was collected through semi structured interviews where five participating teachers answered several questions. The result shows how the interviewed teachers work and relate to critical literacy work in the teaching. The result also shows that teachers allow for joint and open conversations by asking critical questions about the texts.

  • 52. Bosch, Miriam
    Varför läxor?- En intervjustudie av spanska lärares uppfattningar av läxors syfte och dess betydelse för lärandet.2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Jag intresserar mig för debatten som förts i skolans värld gällande läxornas syfte och dess betydelse för lärandet. Därför är syftet med min studie att beskriva lärares uppfattningar av läxors syfte och betydelse för elevers lärande. Det jag söker svar på är vad som motiverar lärare att ge läxor och hur de beskriver läxornas betydelse för elevers lärande. Studien bygger på en kvalitativ ansats och baseras på 9 intervjuer som utförts i Spanien med lärare som arbetar i den spanska grundskolan med elever 10-12 år gamla. De frågeställningar som ligger till grund för min studie är:

    • Hur definierar lärarna läxor?
    • Varför ger lärarna läxor?
    • Vilken betydelse har läxor för elevernas lärande enligt lärarna?
    • Hur beskriver lärarna sitt eget arbete med läxor?

    Resultaten visar att läxgivningen motiveras med argumenten att tiden i skolan är otillräcklig för att befästa kunskaper, och att vissa ämnen kräver repetition i hemmet för att uppnå kunskapsmålen. Läxor ges för att eleverna skall få ett extra tillfälle att träna hemma det de har lärt sig under lektionen, men på bekostnad av deras fritid. Ett annat argument till att de intervjuade lärarna ger läxor är att eleverna tränas i att ta ansvar både på kort och lång sikt. Dessutom påpekar samtliga lärare att läxor har en positiv inverkan på elevers lärande om läxorna rättas och feedback ges på resultatet. Däremot bör läxor utformas så att tiden för att utföra dem inte överskrider en halvtimme, då lärandet kan påverkas negativt.

  • 53.
    Bosch, Miriam
    et al.
    Jönköping University.
    Gustafsson, Madeleine
    Jönköping University.
    Att surfa sig till matematik. En studie om hur lärare i Sverige och i Spanien integrerar surfplattan i matematikundervisningen.2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att undersöka hur lärare som arbetar med barn och elever i åldrarna 1-10 inom olika verksamheter, beskriver att de integrerar surfplattan i matematikundervisningen. Vi utgick från följande frågeställningar:

    • Vilket syfte har lärarna när de arbetar med surfplattan i matematikundervisningen?
    • Hur beskriver lärarna att de använder sig av surfplattan i matematikundervisningen?
    • Vilka möjligheter och hinder finns det med surfplattan i matematikundervisningen?

    För att besvara våra frågeställningar valde vi att göra en kvalitativ studie, där det sammanlagt ingår sex intervjuer som utförts i Sverige och Spanien. De intervjuade är lärare som arbetar med barn och elever i åldrarna 1-10 år inom olika verksamheter. Resultatet visar att även om surfplattan är ett nytt verktyg inom skolans värld, är samtliga intervjuade lärare positiva till användningen av den i matematikundervisningen. Det anses vara lättare att locka barnen till matematik med surfplattan då lärandet blir roligt och lustfyllt. Främst använder sig lärarna av surfplattan som ett kompletterande verktyg till matematikundervisningen. Dessutom går det att variera de applikationer som används för att passa lektionens syfte och barnens olika inlärningsförmågor. Nackdelarna med arbetssättet handlar främst om osäkerhet samt brist av erfarenhet bland lärarna vid integreringen av surfplattan i matematikundervisningen. Dessutom kan tekniska problem, som exempelvis att applikationerna inte kan användas med en viss modell av surfplatta, vara ett hinder. 

  • 54.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Can the creativity and actions taken in knitting circles and knitting cafés give the participants a voice in their community and strengthen the identity of individuals?2017Conference paper (Refereed)
  • 55.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Knowledge or attitudes and values: The Swedish School system and intergenerational learning2017Conference paper (Other academic)
  • 56.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Lifelong learning in policy and practice: The case of Sweden2017Conference paper (Other academic)
  • 57.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Lifelong learning in policy and practice: The case of Sweden2017In: Australian Journal of Adult Learning, ISSN 1443-1394, Vol. 57, no 3, p. 334-358Article in journal (Refereed)
    Abstract [en]

    This paper describes the changes in lifelong learning policy that have taken place since the 1990s in Sweden. Policy documents regarding lifelong learning in Sweden have appeared since 1994. The first of these documents contains general recommendations with regard to lifelong learning, in both a lifelong and a lifewide perspective, concerning pre-school and compulsory school together with adult education and training. Much support for early stages in life can have a tendency to put adult education and learning in second place instead of the whole functioning well together. Regarding lifelong learning in practice, this paper will focus on popular education and study circles. The recently developed knitting cafés will also be accounted for. The paper also asks the question ‘Who is getting education and learning in later life?’ ‘What are the criteria that will give individuals access to these possibilities’ and ‘What results can be expected?’ The theoretical perspective taken in this paper is that social capital is a part of wellbeing, and the paper examines the extent to which this is connected to the social context.

  • 58.
    Boström, Ann-Kristin
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Boberg, Karolina
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Learning through intergenerational meetings: When, where and why?2013In: Changing configurations of adult education in transitional times: The 7th European Research Conference, European Society for Research on the Education of Adults, 2013Conference paper (Refereed)
  • 59.
    Brantek, Ida
    et al.
    Jönköping University, School of Education and Communication.
    Persson, Jessica
    Jönköping University, School of Education and Communication.
    "Okej ibland är det tråkigt, ibland är det kul. Ibland är det sådär.": En studie om barns uppfattningar av massage i förskoleklass.2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    SAMMANFATTNING

    _______________________________________________________________

    Ida Brantek & Jessica Persson

    "Okej ibland är det tråkigt, ibland är det kul. Ibland är det sådär."

    En studie om barns uppfattningar om massage i förskoleklass.

    "Okey sometimes it´s boring, sometimes it´s fun. Sometimes it´s neither well nor poorly."

    A study of children's perceptions of massage in the preschool.

    Antal sidor: 33

    _______________________________________________________________________________

    Syftet med studien är att undersöka barns uppfattningar om massage i förskoleklass.

    Frågeställningar:

    - Hur uppfattar barnen sin delaktighet?

    - Hur uttrycker barnen att de känner kring massagesituationerna?

    För att få svar på syftet och frågeställningarna genomfördes 14 intervjuer med 22 barn i en förskoleklass där massage är ett återkommande inslag i verksamheten flera gånger i veckan. Resultatet visar att de flesta barn har en positiv inställning till massage. Resultatet visar vidare att delaktighet och trygghet är två viktiga faktorer som kan kopplas samman. De är viktiga grunder som behöver stor plats om massage ska användas i barnverksamhet.

    _______________________________________________________________________________

    Sökord: massage, förskoleklass, delaktighet, inflytande, trygghet, makt _________________________________________________________________________________

    Postadress Gatuadress Telefon Fax

    Högskolan för Lärande Gjuterigatan 5 036 – 101000 036162585

    och Kommunikation (HLK)

    Box 1026

    551 11 JÖNKÖPING

  • 60.
    Bring, Christina
    Jönköping University, School of Education and Communication, HLK, School Based Research.
    Rektorers sociala representationer av lärarskicklighet: "Dem vill man ju ha i klassrummet"2013Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim in this study is to examine the socialrepresentations of teacher skillness, among principals by focus groups, and howthey communicate judgment and rewarding of skilled teachers in their opinion.The result is that principals have a common picture of teacher skillness, informal and informal competences, but their focus meaning differs in theprincipal groups. There is an agreement about skilled teachers having a talentfrom birth, a tacit knowledge. Their opinion of what teacher skillness is, haveconsequences for how they judge and reward the teacher they find skilled.  It´s not the everyday work in the classroomthat is rewarded primarily, but the overall development of the whole agency.

  • 61.
    Brown, Emma
    et al.
    Jönköping University, School of Education and Communication.
    Heyman, Rebecka
    "Du är inte min lärare": En kvalitativ studie i positionering och maktrelationer mellan lärare, elever och fritidspedagoger2016Independent thesis Basic level (university diploma), 210 HE creditsStudent thesis
  • 62.
    Bäckstrand, Jenny
    et al.
    Jönköping University, School of Engineering, JTH, Industrial Engineering and Management. Jönköping University, School of Engineering, JTH. Research area Industrial Production.
    Engström, Annika
    Jönköping University, School of Engineering, JTH, Industrial Engineering and Management.
    The lead time tree as a boundary object for developmental learning and improved conditions for purchasers2016In: 5th World P&OM Conference Proceedings, 2016Conference paper (Refereed)
    Abstract [en]

    Contradictions between individuals and different functions in organizations can serve asbasis for a constant challenge which, as it gets responded to and demand is fulfilled, canhelp people to develop and create viable organizations. (Argyris, 1990). Thesecontradictions, handled in an effective way drives, empowers and enables developmentin organizations. In order to get interdisciplinary functions to collaborate collectivelyboundary objects can be useful (Star and Griesemer, 1989). The purpose is toinvestigate if the lead time tree (Bäckstrand, 2012) can be used as a boundary object tosupport knowledge creation process across functional boundaries of purchasing,manufacturing, product development, sales etc.

  • 63.
    Christina, Keller
    et al.
    Jönköping University, Jönköping International Business School, JIBS, Informatics.
    Wass, Sofie
    Jönköping University, Jönköping International Business School, JIBS, Informatics.
    Seifeddine, Salem
    Jönköping University, School of Engineering, JTH, Materials and Manufacturing. Jönköping University, School of Engineering, JTH. Research area Materials and manufacturing – Casting.
    Zetterlind, Madelene
    Jönköping University, School of Engineering, JTH, Industrial Engineering and Management.
    Jarfors, Anders
    Jönköping University, School of Engineering, JTH, Materials and Manufacturing.
    Vomacka, Peter
    Hackås Precision Foundry.
    Structured knowledge transfer through online education: Mutual benefits for academia and industry2016Conference paper (Refereed)
    Abstract [en]

    Scientists are required to disseminate the results of research to the society and companies participating in research projects. The dissemination procedure normally consists of seminars, scientific and layman journal contributions, and conferences that generally are not flexible and timely enought to capture industrial needs. In an effort to accelerate knowledge transfer and technology implementation to sustain and improve competitiveness, Jönköping University has developed a one-year online master programme in cast metals and processes in collaboration with the industry. The collaboration includes development of the curriculum, case studies, lectures and study visits. To explore the development process, we performed interviews and a survey with participating students/professionals, teachers and industrial partners. Our results show that a profound two-way knowledge transfer took place, and that course content and teaching were highly relevant to the industry. Furthermore, industry and academia engaged in new joint research collaborations. Consequently, we hypothesize that the procedure for structured knowledge transfer can be implemented in materials education at advanced level to foster engagement between university, industry and society.

  • 64.
    Clausén, Josefin
    et al.
    Jönköping University, School of Education and Communication.
    Claesson, Emelie
    Jönköping University, School of Education and Communication.
    "Vi har ju inga färdiga leksaker men vi har ju saker att leka med som kan förvandlas till precis vad som helst": En studie om spillmaterialets betydelse och inverkan på barns meningsskapande i förskolans verksamhet.2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka spillmaterialets betydelse och inverkan på barns meningsskapande. Studiens frågeställningar berör arbetssätt med spillmaterial i relation till barns meningsskapande och hur verksamma inom förskolan beskriver spillmaterialets betydelse och inverkan på barns meningsskapande i förskolans verksamhet. Studiens teoretiska utgångspunkt berör både det konstruktionistiska perspektivet där barnen ses som medkonstruktörer av kunskap och kultur och det posthumanistiska perspektivet där miljön och de materiella tingen i vår omgivning ses som verksamma faktorer för barns lek, lärande och utveckling. En kvalitativ forskningsmetod har använts där insamlingen av data har skett genom semistrukturerade intervjuer med förskollärare och en förskolechef. En observation har även genomförts för att få en vidare blick över vad som händer med materialet i verksamheten och för att berika empirin.

    En slutsats är att arbetet med spillmaterial gynnar barns meningsskapande då det kan möjliggöra utveckling och utmaning av barns språk, kreativitet och fantasi då materialet visar sig vara oförutsägbart och föränderligt där barns egna tankar, idéer och teorier kan få utrymme. En slutsats är också att arbetet med spillmaterial gynnas av ett utforskande arbetssätt och de tre pedagogerna (barn, pedagog och miljö) för tillsammans verksamheten framåt vilket bidrar till barns meningsskapande. I relation till posthumanismens teori om att allt ses som relationellt och sammanflätat kan vi förstå att de tre pedagogerna blir betydelsefulla för barns meningsskapade.

    Vår önskan med studien är att bidra med kunskap om spillmaterialet och dess betydelse och inverkan på barns meningsskapande.

  • 65.
    Cole, Michael
    et al.
    University of California, San Diego.
    Lecusay, Robert
    University of California, San Diego.
    Rosero, Ivan
    University of California, San Diego.
    Creating hybrid after-school enrichment activities2012In: LEARNing Landscapes, ISSN 1913-5688, Vol. 5, no 2, p. 35-43Article in journal (Other academic)
    Abstract [en]

    In this commentary we propose a collaborative strategy for the creation of informal learning activities in after-school settings that are also shared sites of learning, re-search, and development. We briefly trace the history of a research program—“UC-Links”—whose defining feature is a form of collaboration between institutions of higher learning and local community institutions responsible for youth in the after-school hours. These collaborations thrive only to the degree that “mutual appropria-tion” can be negotiated between partners, and it is within mutual appropriation that new possibilities for creative cross-generational and cross-cultural informal learning activities are materialized.

  • 66.
    Cole, Michael
    et al.
    Laboratory of Comparative Human Cognition, University of California, San Diego.
    Lecusay, Robert
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research. Laboratory of Comparative Human Cognition, University of California, San Diego.
    Rosero, Ivan
    Laboratory of Comparative Human Cognition, University of California, San Diego.
    Social Imaginaries about digital technologies and education in the afterschool hours: The reality is more interesting than the dream2013Conference paper (Refereed)
    Abstract [en]

    In recent years, a great deal of research and government money has been spent promoting the development of a digital infrastructure to support educational activities of grade school children attending after-school programs in a variety of “informal learning” environments. Based upon several years of ethnographic observations in a digitally-enriched afterschool setting in a poor, mostly African American, subsidized housing center, we have found such activities to be rich sites for understanding the way that youth media practices interact with, and enter into, activities specifically designed to enhance children’s learning through the use of powerful and attractive digital tools. The digital tools in this case included carefully designed simulations and stop motion animation. The activities included learning about parallel circuits as part of a physics curriculum and learning about the ocean and inhabitants as part of a curriculum unit on marine science. This research shows in rather stark manner the ways in which activities emanating from the school and the local cultural norms of the child participants in the after-school setting interact, often in conflictual ways that work against the best laid plans of the elders, while revealing educational potentials from hybridization in the circumstances of the local, after-school idioculture. Fostering participatory culture practices: Practical video production in an after-school program.

  • 67.
    Comeau Hellsing, Emily
    et al.
    Jönköping University, School of Education and Communication.
    Hjort, Linda
    Jönköping University, School of Education and Communication.
    Den nyanserade bilden av barnet: -En studie av samtalsmallar inför utvecklingssamtal på förskolan2016Independent thesis Basic level (degree of Bachelor), 210 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to understand how and what is described and assessed in the templates used for parent-teacher conferences in pre-school. This study is qualitative in nature and the chosen method of examination was content analysis of documents through coding schemes inspired by those described in Bergström and Boréus (2008). Discourse analysis inspired us when analyzing our data. The documents upon which the study is based consist of eight templates for parent-teacher conferences from different pre-schools in a municipality of Sweden.

    The study shows that templates for parent-teacher conferences consist of several different ways of describing and making assessments of the children. In our analysis we found five distinguishing themes as described in our result; The learning child, where the child is looked upon and described as under development, within different subjects. The child as a person, as the child’s personality was to be assessed and described thru the templates. The child of flaws, based on the conversational topics in the templates focused on flaws and problems. The child in the context of pre-school, due to the focus on describing and assessing the pre-school in the templates and finally The positively described child, based on the directives in some of the templates about describing the child thru positive outlook.

    The study also shows a variety of teachers’ perspectives on children based on the ways in which the children are to be described and assessed in the templates. Additionally, the study reveals a lack of and somewhat contradicting directives in the regulatory documents for pre-schools, considering the purpose and content of parent-teacher conferences.

  • 68.
    Conyer, Taylor-Anne
    Jönköping University, School of Education and Communication.
    Läsinlärning för elever med svenska som andraspråk: En kvalitativ studie om hur fyra verksamma lärare arbetar för att utveckla och främja läsinlärning hos elever med svenska som andraspråk2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to examine how four teachers in grades 1–3 describe how they organize teaching to develop reading development inbilingual students' reading acquisition. Based on the aim, two following research questions were concretized: How do four active teachers adapt teaching for students with Swedish as a second language to develop reading acquisition and reading development? What methods do the teachers suggest using in teaching to stimulate and advocate for students with another mother tongue than Swedish? The study is based on a qualitative method and the collection of material is made with semi structured interviews. The respondents in the study comprise four competent teachers in the subject Swedish and Swedish as second language for grades 1–3. A transliteration was made on the collected material and was later analyzed based on a sociocultural perspective. The result shows that teaching reading acquisition with positive meaningful context is encouraging and using different methods in various ways. The methods they use are Bornholmsmodellen, FonoMix, Phonics and Whole language as well as working with concrete materials, images and the body’s’ various senses while learning for students with another mother tongue. Creating an experience where the students' previous experiences and understanding are taken into account is important. Teaching of mother tongue language has a significant importance for the development of the second language reading learning. If students have a strong mother tongue, it can facilitate when the second language is taught.

  • 69.
    Dahl, Elin
    Jönköping University, School of Education and Communication.
    Grundskollärares läsförståelseundervisning: En kvalitativ studie om lärares beskrivningar av och tankar om undervisningen i läsförståelse och läsförståelsestrategier2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to increase the knowledge of how teachers in grades 1–3 describe that they organize teaching to develop students' reading comprehension and how they motivate their choices. Based on the aim, three research questions were formulated: How do teachers teach reading comprehension and reading comprehension strategies? Why do teachers teach read comprehension and reading strategies that as they do? What do teachers think is important in teaching to help students develop reading comprehension and reading comprehension strategies? The study is qualitative and the data collection method is semistructured interviews. The informants in the study comprise five competent teachers in the subject Swedish for grades 1–3. The collected material was transcribed and analyzed based on a didactic approach and a socio-cultural perspective.

           The result shows that teachers teach reading comprehension and reading comprehension strategies in varying ways. They use reading aloud, reading lessons, book discussions, ”Läsfixarna”, questions and conversations, as well as working methods that allow students to help and learn from each other. The most important elements emphasized by the teachers as contributing to the development of reading comprehension is scaffolding and guidance, starting from scratch, varying working methods, conversation and motivation.

  • 70.
    Dahlström, Robin
    Jönköping University, School of Education and Communication.
    Vad sades egentligen om de gamla grekerna i skolan?: En undersökning av hur antikens Grekland framställs från 1970-talet till idag i läroböcker på gymnasiet och högstadiet i historieämnet2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 71.
    Davidsson, Amanda
    et al.
    Jönköping University, School of Education and Communication.
    Rosenqvist, Frida
    Jönköping University, School of Education and Communication.
    Musik i förskolan: En intervjustudie om fyra förskollärares sätt att synliggöra musiskt lärande i förskolan2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 72.
    de la Peña Aguilera, Cristina
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Resilience in young children at risk: A systematic literature review on the studies conducted to date and their outcomes2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Children living in risk environments can experience traumatic events that could affect their future life. Providing these children with the necessary strategies to cope with adversity and to develop in an optimal way is needed in order to avoid trauma or being damaged for the rest of their lives. Because of this reason, a systematic literature review was performed with the aim to examine how resilience is defined and implemented in studies focusing on young children at risk. The search was done through five electronic databases and conducted during the spring semester of 2016. During the research process, inclusion and exclusion criteria were taken into account and different search words were used for each database. According to the inclusion/exclusion criteria a title/abstract screening was performed. Thereafter, for the articles which were not excluded a full text review screening was conducted, which led to the inclusion of 14 articles in total. Articles were analysed using a data extraction tool (protocol). All the articles were about resilience, aimed at children between 0 and 12 years old. Eight out of the fourteen were studies that evaluated the resilience degree in young children, while seven were aimed at developing resilience with specially designed intervention programmes. A range of definitions of the term resilience were found, showing that resilience can be understood as a process or as ability. On this basis, studies focused on resilience were found to be mainly of two kinds: related to observation or intervention, using different methodologies and tools to measure or develop resilience in children. The outcomes found were in line with previous research, showing the great importance of supportive relationships, developing within a certain environment and having a positive self-perception as facts that can influence the development of resilience.

  • 73.
    Demitz-Helin, Lisa
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Nyanlända elevers språkutveckling i svensk skola: Lärare och nyanlända elever om betydelsefulla faktorer för språkutveckling2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie syftar till att diskutera faktorer som upplevs som betydelsefulla för nyanlända elevers språkutveckling, utifrån semistrukturella intervjuer med sex lärare och sex nyanlända elever i det svenska skolsystemet. Studien vilar på en sociokulturell grund, där insamlat material analyserats utifrån en interpretativ ansats. De två frågeställningarna, som berör betydelsefulla faktorer för nyanlända elevers språkutveckling, har sammanfattats i tio punkter. Dessa behandlar vikten av lärarens utbildning och kunskaper om andra kulturer och språk, samt betydelsen av en lustfylld klassrumsmiljö, tydliga mål samt höga förväntningar på eleverna. Även tillgången till svenska kontakter utanför skolan ses som betydelsefull för att stärka den svenska språkutvecklingen. Det framkommer emellertid att eleverna upplever svårigheter med att skapa kontakter med de svensktalande ungdomarna. Sammanfattningsvis konstateras det att nyanlända elevers språkutveckling är beroende av nära samspel med omgivningen.

  • 74.
    Dijkshoorn, Anna
    Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Inclusive Education for Refugees and Asylum Seeking Children: A Systematic Literature Review2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    BACKGROUND In recent years, there has been an increase in the number of children with a refugee background in the Netherlands. All of these children who are under 18 years of age must go to school, but they face many barriers towards inclusion. Appropriately educating this diverse group of children presents schools with challenges. Supportive programs are needed to overcome these barriers and challenges. AIM The aim of this paper was to explore what supports are put in place to foster refugee students’ inclusion in school. METHOD A systematic literature review was conducted to synthesize research on school-based programs and practices. RESULTS A broad range of supports were identified. Most studies addressed access barriers to learning by offering emotional and educational support, while fewer studies focused on opportunity barriers such as negative attitudes and lack of parental involvement. CONCLUSION It was concluded that schools can play an important role in supporting the inclusion of refugee children and their families because of their accessibility, but that more high quality research is necessary in order to assess the effectiveness of supports that minimize barriers towards learning and promote their inclusion in school.

  • 75.
    Egana, Jose
    et al.
    Jönköping University, School of Education and Communication.
    Singpol, Rungnapha
    Jönköping University, School of Education and Communication.
    Schack i förskolan: En ingång till matematik via schack2016Independent thesis Basic level (university diploma), 210 HE creditsStudent thesis
    Abstract [sv]

    Studien är en kvalitativ undersökning inspirerad av aktionsforskning. Vi har använt oss av schack som ett verktyg i förskolan som en ingång till undervisning i matematik och för att synliggöra barns matematiserande. Som utgångspunkt för analysen har vi använt oss av begreppet matematisering samt Bishops sex grundläggande matematiska aktiviteter; Design, Lokalisering, Räkning, Mätning, Lek och Förklaring.

     

    Aktiviteten utfördes vid fem olika tillfällen med barn födda 2010. Vid datainsamling användes videoobservationer och fältboksanteckningar. De fem aktivitetstillfällena innehöll en introduktion om schackets spelidé, utforskande av pjäser och brädet, samtal kring strategier samt reflektionsstunder.

     

    Syftet med examensarbetet var att söka kunskap kring vilka av Bishops aktiviteter inom matematik som går att behandla genom att använda schack som ett verktyg för matematikundervisning i förskolan.

     

    De frågor som studien behandlar är:

     

    • Vilka av Bishops matematiska aktiviteter går att behandla via schack?
    • På vilket sätt blir barns matematiserande synbart under schackspel?

     

    Resultatet visar betydelsen av pedagogernas roll att styra upp spelet för att barnen skulle stanna upp och diskutera och reflektera kring matematiska fenomen samt för att föra leken in på matematik. Ytterligare visade resultatet att de av Bishops matematiska aktiviteter som behandlades mest frekvent under matematikundervisningen var Lek och Räkning. Dessa aktiviteter återkommer vid samtliga tillfällen. Förklaring och Lokalisering återkommer vid fyra av tillfällena, Design återkom vid tre tillfällen. Mätning förekommer endast vid ett tillfälle.

    Vi observerade att barnen uttrycker matematiserande under matematikundervisningen via schack på tre olika sätt; Rör sin kropp efter hur de uppfattar rörelsen av schackpjäsen på brädet, Visar med fingrarna, Skapar egna begrepp.

  • 76.
    Eggimann, Pauline
    et al.
    Jönköping University, School of Education and Communication.
    Krivokuca, Natalija
    Jönköping University, School of Education and Communication.
    ”Kan jag inte räkna plus istället, jag gillar inte minus”: En studie om elevers användning av subtraktionsmetoder och svårigheter som uppstår vid tillämpning av dem.2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att undersöka elevers användande av subtraktionsmetoder och vilka svårigheter som uppstod vid tillämpningen av dessa i årskurs 5 och årskurs 8. Studien baserades på en kvantitativ metod och utfördes genom en enkätundersökning. Resultatet visade att en subtraktionsmetod var mer förekommande i båda årskurserna än andra subtraktionsmetoder, varav hälften av eleverna som använde metoden uppvisade svårigheter. Dessa svårigheter var räknefel, ”växling över noll” och ”växlingsfel”. Resultatet visade också att många elever i årskurs 5 och årskurs 8 inte använde fler än två subtraktionsmetoder.

  • 77.
    Ek, Matilda
    Jönköping University, School of Education and Communication.
    Hur och varför bör lärare arbeta med elevers läsattityd?: En kvalitativ studie om lärares uppfattning om elevers läsattityder.2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to examine teachers’ perception of students’ attitudes towards reading, and to determine if and how their teaching is adapted to the attitudes at grade 1-3. The study aims to contribute with knowledge about how teachers’ instructions can be adapted to students’ reading attitudes to support their reading development.  Based on the aim of this study four questions were asked: What are teachers perceptions about students reading attitude? How do teachers get an idea of ​​students’ attitude towards reading? How do teachers perceive that they act in their instruction according to students different reading attitudes? How do teachers perceive that students reading attitudes are related to reading development?  The study departs from the socio-cultural theory's view of learning and has a phenomenographic research approach as a starting point. Based on them, a qualitative research method was chosen in the form of semi-structured interviews to examine five teachers’ perceptions of students’ reading attitudes. The collected material was analyzed based on a phenomenographic analysis method.  The results show that all teachers believe that most students in grade 1-3 have positive reading attitudes and are motivated by learning how to read. In addition, the results show that only one teacher determines students’ attitudes towards reading in a systematic and conscious manner; the other teachers trust their intuition. In conclusion, the results show that three out of the five interviewed teachers think that students’ reading attitudes affect their reading development.

  • 78.
    Ek, Matilda
    et al.
    Jönköping University, School of Education and Communication.
    Johansson, Olivia
    Jönköping University, School of Education and Communication.
    Attityd! Grundläggande för elevers läsvanor: En litteraturstudie om pojkars och flickors attityder till läsning i årskurs F-32018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Forskning visar att det finns könsskillnader i förhållande till elevers läsvanor och läsresultat. Med detta som utgångspunkt är syftet att genom en litteraturstudie undersöka sambandet mellan könstillhörighet och elevers attityder till läsning genom att besvara två frågeställningar: Vad säger didaktisk forskning om elevers attityder till läsning? och Vilka faktorer påverkar enligt didaktisk forskning pojkars och flickors attityder till läsning?

    Forskning visar dessutom att det finns ett samband mellan positiva attityder till läsning och goda resultat i läsförmåga. Studien redogör för att flickor har mer positiv attityd till läsning än vad pojkar har. Den här könsskillnaden gällande attityder till läsning har varit konstant sedan 2001 och det finns flera bakomliggande faktorer som påverkar attityderna. Faktorerna är hemmiljöns läsvanor, identitet som läsare och lärarens roll. Slutsatsen är att det inom dessa faktorer visserligen finns en del könsrelaterade skillnader men att ett främjande arbete med positiva attityder till läsning i hem och skola gynnar både pojkars och flickors läsutveckling. 

    Det analyserade materialet omfattar tio vetenskapliga artiklar och en doktorsavhandling. Samtliga studier i det undersökta materialet grundar sig i den sociokulturella teorin och utgörs av både nationell och internationell forskning.

  • 79.
    Ekstrand, Rebecka
    Jönköping University, School of Education and Communication.
    Högläsning för att upptäcka böckernas värld: En kvalitativ studie som jämför lärares arbete med högläsning i årskurs F–3 respektive årskurs 4–6.2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to compare how teachers in grades F-3 and 4–6 use reading aloud in their teaching. The following research questions have been considered: what is the purpose of reading aloud in grades F-3 compared to grades 4–6 and how teachers in grades F-3 and 4–6 respectively use reading aloud in their teaching. The study will also inquire into activities used with reading aloud.

    The theoretical starting point of this study is the socio-cultural perspective. In order to gain an overview of the participants' perspectives, semi-structured interviews have been used as a data collection method. There are six teachers interviewed in this study.

    The results of the study show that the purpose of reading aloud is to develop the pupils' language comprehension and to discover the world of books. Reading aloud is also given more space in grade F – 3 than grade 4–6. Speaking about and discussing the reading is a common activity.

  • 80.
    Ekvall, Sofia
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Lagerström, Emelie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Lärares beskrivningar av sin undervisning kring berättande texter2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    ABSTRACT

    Previous research has shown that young children, who work with writing to reading, write longer texts because it is physically easier for them to write on the computer than by hand. However, we have not found any evidence of how pupils organize their texts when they write narrative texts. The aim of this study was to explore which possibilities the pupil gives to produce and organize the narrative texts, in the lower grades. One class worked with the computer as a tool and one did not. The survey was based on two teachers' descriptions of teaching and student texts. In this study, we assumed a sociocultural perspective because we think that language and written language is constructed in a social context. Through conversations about texts, the use of various tools and the support of a more competent person, we think that students can develop their writing. Through interviews with teachers who described their teaching and through pupil texts we found some interesting things. The result showed that both educational contexts allow students' writing, planning and organization of narrative texts. The teaching contexts were different from each other. The pupils who worked with writing through computers, wrote longer texts with a better vocabulary than the pupils who wrote by hand. However, the pupils who wrote by hand, had better support structures for the narratives red line and then wrote a more coherent text, than the pupils who worked on the computer. The study also showed similarities between the education support structures tours and how the students organized their text.                      

  • 81.
    Elm, Matilda
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Högläsningens betydelse i undervisningen: En studie om lärares beskrivningar av högläsningsaktiviteter i årskurserna 1–32017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is about teachers’ read-aloud and the processing of the read-aloud texts in the classroom. The purpose of the study is to investigate how teachers in grades 1-3 describe reading-aloud activities that they use in their classroom practice. Following questions have been the starting points for this study: How do the teachers describe the use of reading aloud in the classroom? What do teachers want to achieve with processing of read aloud texts? What texts do the teachers use while reading aloud and on what grounds do they choose the texts they use? The study is based on a theory that pupils' learning develops in social activities where they get support, and this is based on a sociocultural theory. Five teachers have participated in the study. Qualitative method has been used where both interviews and observations have been conducted to gain an in-depth and broad understanding of the area. The material has been analyzed and discussed. The result of this study shows that teachers believe that reading aloud is an important part of the teaching that contributes to pupils' language development. Teachers use texts that interest pupils and texts that the pupils can relate to.

  • 82. Elm, Matilda
    et al.
    Gillberg, Isabella
    Högläsning och språkarbete: En litteraturstudie om lärandemöjligheter som erbjuds genom högläsning2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Vid upprepade tillfällen under vår studietid har vi erfarit att högläsning bidrar till elevers språkutveckling, dock har vi inte sett att högläsning är en prioriterad undervisningsaktivitet i verksamheter. Syftet med litteraturstudien är att undersöka språkarbetets möjligheter till lärande med högläsning som utgångspunkt i förskole-klass och årkurserna 1-3 [F-3].

    Ett antal kriterier fastställdes i den här kvalitativa undersökningen och urval gjordes för att finna relevanta texter, som sedan har analyserats och jämförts. Texter i form av vetenskapliga artiklar, böcker och konferensbidrag har behandlats i den här studien. Analysen av studien består av både internationell och nationell forskning och studien grundar sig i ett sociokulturellt perspektiv.

    Resultatet visar att elevers språk och läsförståelse utvecklas när högläsning bearbetas genom bland annat textsamtal. Slutsatsen är att det finns många fördelar med att arbeta språkutvecklande genom högläsning då det även bidrar till bland annat elevers begreppsförståelse och identitetsskapande.

  • 83.
    Elofsson, Niklas
    Jönköping University, School of Education and Communication, HLK, School Based Research, Leisure-time Centre.
    Lärande i fritidshem2008Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Jag har gjort en intervjustudie med utgångspunkt ien sociokulturell syn på lärande. Syftet var att studera hur fritidspedagoger beskriver lärande, hur de uppfattar lärande på fritidshemmen samt vilken roll de uppfattar att kvalitetsmätning har i fritidshemmens och fritidspedagogernas verksamhet.

    I min bakgrundsdel beskrev jag fritidshemmets historia. Jag gav också en bild av hur det ser ut idag. I teoridelen redogjorde jag i korthet för lärande utifrån ett sociokulturellt perspektiv samt för teori om lärande i fritidshem.

    Jag valde en kvalitativ ansats och en halvstrukturerad intervju som redskap. Tanken med den halvstrukturerade intervjun med öppna frågor var att få berättande svar.

    Intervjupersonerna var ovana att tänka på sin verksamhet utifrån lärandebegreppet. Som exempel på lärandesituationer nämnde de styrda aktiviteter, typiska för det formella lärandet. Det som de genomgående lyfte fram som betydelsefullt i verksamheten är gruppen. Det sociala lärandet och den sociala kompetensen är andra beteckningar på det som man ansåg vara det viktigaste i fritidshemmens verksamhet. Fritidspedagogerna hade olika syn på sin roll i skolans utvecklingssamtal. Flera av dem uttryckte hur svårt det är att mäta det sociala lärandet och fritidslärandet.

  • 84. Englund, Emma
    et al.
    Karlsson, Patrik
    ADHD i fritidshemmet: Lärares uppfattningar om hur en meningsfull fritid skapas för elever med diagnosen ADHD2018Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 85.
    Engström, Annika
    Jönköping University, School of Engineering, JTH, Industrial Engineering and Management.
    Effectiveness in meetings. Groups dealing with ambidexterity dilemma2017Conference paper (Refereed)
    Abstract [en]

    The ambidexterity dilemma, exploitation/exploration, in organizations causes groups trouble in dealing with their tasks during work meetings. The study concludes that the two logics need to be separated in time and space conducted with various communicative actions, to become whole and integrated in the minds of individuals and groups.

  • 86.
    Engström, Annika
    Jönköping University, School of Engineering, JTH. Research area Industrial Production. Linköpings universitet, Institutionen för beteendevetenskap och lärande.
    Lärande samspel för effektivitet: En studie av arbetsgrupper i ett mindre industriföretag2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Important arenas for interaction on critical interfaces (sales – design – production) in industrial firms are the various meetings where groups come together around a common task. The purpose of this dissertation is to contribute knowledge about the interactions that occur within and between work groups in their handling of their tasks in small industrial companies (SME’s) and the significance of these interactions on learning and effectiveness. The thesis focuses especially on the following questions: 1. What characterizes the interaction within and between work groups as they are expressed in various meetings? 2. What factors facilitate and hinder the interaction within and between work groups? 3. What are the consequences of different kinds of interaction regarding learning and effectiveness in work groups and in organizations? The study takes a critical realistic perspective on learning in organizations and is based on previous studies on learning, communication and effectiveness in groups and organisations. The study was conducted during 2008-2010 and used a qualitative and interactive approach. The collection of data was based on interviews, observations of video filmed meetings and on questionnaires. The analysis moves between two levels: interaction within groups and between groups at an organizational level. The interactions within and between groups were analysed based on contextual factors in order to understand whether different communication patterns were related to different types of learning and effectiveness. A rationalistic concept of effectiveness was challenged in favour of a humanistic approach where learning is an important aspect. Three major conclusions were drawn: Effectiveness presupposes that patterns of communication and management are tailored to the task at hand – performance or development. Feedback and links between groups need revision and steering to facilitate interaction. Discrepancies (contradictions, conflicts and disturbances) that are made visible in the organization may lead to development. Those remaining in the hidden disturb the performance.

  • 87.
    Engström, Annika
    Jönköping University, School of Engineering, JTH. Research area Industrial Production.
    Organizational learning in cross-functional teams. A study of a small manufacturing company2011In: Making Waves, 2011Conference paper (Other academic)
  • 88.
    Engström, Annika
    Jönköping University, School of Engineering, JTH, Industrial Engineering and Management. Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Påverkansprocesser i vuxnas lärande: kritiska händelser i en reflektionsgrupp2007Report (Other academic)
  • 89.
    Engström, Annika
    Jönköping University, School of Engineering, JTH. Research area Industrial Production.
    Separate to integrate the task as a whole in work meetings?: Two types of learning hindering each other – the duality between execution and development of the same task2016Conference paper (Refereed)
    Abstract [en]

    Many organizations have difficulties finding the necessary balance between execution and development of the same task. The phenomenon causes conflicting demands on an organization’s resources and can be identified as ambidexterity. In practice, the ambidexterity dilemma has been seen in the discussion of work meetings, which in some situations not are as effective as expected. Even if there has been a lot of research on the ambidexterity dilemma there are still a lack of studies on internal processes during interactions in work meetings (micro practices) according to different tasks. The purpose of this article is to explore how interaction during work meetings can be organized and managed in order to improve work meetings and stimulate learning for ambidexterity when dealing with the duality between the execution and development of a task. The overall question to be answered is – How can the execution and development of a task become an integrated part of the learning processes of individuals and groups? As theoretical framework Dewey’s and Ellströms theories of learning is used as a filter when analysing the interaction in video filmed meeting in an industry. The results indicate that execution and development are two different, equally important logics, in agreement with previous research. This study indicates that the two logics might need to be separated in time and space to become integrated in the minds of individuals and groups. The duality between execution and development becomes a whole when the same people are dealing with both dimensions of the task. The way an organization can meet human power is to ensure that people in the organization get involved in both execution and development but at different times and in different spaces to avoid the two logics interfering with each other.

  • 90.
    Engström, Annika
    Jönköping University, School of Engineering, JTH. Research area Industrial Production.
    Teams effectiveness in small medium sized manufacturing company2011In: Making Waves, 2011Conference paper (Refereed)
  • 91.
    Engström, Annika
    et al.
    Jönköping University, School of Engineering, JTH. Research area Industrial Production.
    Johansson, Anette
    Jönköping University, School of Engineering, JTH. Research area Industrial Production.
    Effectual learning in SME’s to promote transformation instead of frustration: Towards a design of an intervention study2016In: The 4th Effectuation Conference, Bodø, June 5-7, 2016., The Society for Effectual Action , 2016Conference paper (Refereed)
  • 92.
    Engström, Annika
    et al.
    Jönköping University, School of Engineering, JTH, Industrial Engineering and Management.
    Johansson, Anette
    Jönköping University, School of Engineering, JTH, Industrial Engineering and Management.
    Working meetings and inspiration for learning2017Conference paper (Refereed)
  • 93.
    Engström, Annika
    et al.
    Jönköping University, School of Engineering, JTH, Supply Chain and Operations Management.
    Käkelä, Nikolas
    Jönköping University, School of Engineering, JTH, Supply Chain and Operations Management.
    Learning to make a difference in customization settings2018Conference paper (Refereed)
  • 94.
    Eriksson, Jenni
    Jönköping University, School of Education and Communication.
    Läsupplevelser och läsförståelse ur ett andraspråksperspektiv: En studie om två elevers läsupplevelser och läsförståelse i förberedelse- och ordinarie klass2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to provide knowledge about reading experiences and reading comprehension in Swedish of students with a mother tongue other than Swedish, by examining two lectures and highlighting the students’ experiences at those lectures. Previous research shows that more knowledge is needed in the area of reading comprehension from a diversity perspective for teachers to be better able to pursue a teaching that promotes reading development among students with Swedish as a second language. The theories that frame the study are sociocultural perspective, transaction theory and the hypotheses about input and output. By synthesizing these theories and hypotheses, a useful framework has emerged for this study. The methods used to answer the research questions are observation and interview. The results show that students meet different ways of working with texts in preparation class and in regular class, but they experience learning from both activities. In the preparatory class, translanguaging was a predominant way of teaching, while a more traditional way of teaching, where the teacher used the most space for speech, was carried out in regular class. The conclusion is that the students experience learning in both activities, but that learning does not always mean a development of reading comprehension but can instead mean that the student learns Swedish. Reading to the class and translanguaging are teaching methods that students experience as favorable for their reading comprehension.

  • 95.
    Eriksson, Markus
    et al.
    Jönköping University, School of Education and Communication.
    Karvik, Jesper
    Jönköping University, School of Education and Communication.
    Är rasten ett pedagogiskt tillfälle?: En kvalitativ studie av fritidslärarens roll2018Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 96.
    Fenelius, Beatrice
    et al.
    Jönköping University, School of Education and Communication.
    Rydberg, Cecilia
    Jönköping University, School of Education and Communication.
    Delar och helheter: Del-helhetsrelationers inverkan på yngre elevers matematiklärande2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Ämnesområdet som detta examensarbete utgår ifrån är aritmetikundervisning. Syftet är att undersöka hur förståelse för tals del-helhetsrelationer inverkar på elevers lärande av sambandet mellan addition och subtraktion. Syftet är även att undersöka hur förståelse för tals del-helhetsrelationer påverkar lärandet av talkamrater. Vidare undersöks vilka andra effekter förståelse för tals del-helhetsrelationer har på elevers matematiklärande. Examensarbetets metod är en litteraturstudie där forskning om del-helhetsrelationer i undervisningssammanhang undersöks. Det insamlade materialet innefattar enbart internationell litteratur mellan åren 1925 och 2013. Materialet består av 13 forskningsartiklar och en forskningsrapport samt två böcker.

    Resultatet visar att förståelse för tals del-helhetsrelationer är en viktig faktor i förståelsen för sambandet mellan addition och subtraktion. Genom förståelsen för tals helhet och delar får elever kunskaper som är användbara vid lärandet av talkamrater. Förståelse för tals del-helhetsrelationer har även positiv effekt på lösningar av additions- och subtraktionsproblem samt på förståelse för positionssystemet och tiotalsövergångar i både addition och subtraktion.

  • 97.
    Firm, Alexandra
    et al.
    Jönköping University, School of Education and Communication.
    Ströberg, Frida
    Jönköping University, School of Education and Communication.
    Elevers tidiga taluppfattning- vad behövs?: En litteraturstudie om elevers utevckling av taluppfattning2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    För att elever skall tillgodose sig matematikundervisningen i skolan krävs en god taluppfattning. Med taluppfattning menas att elever har kunskap om tals relationer, betydelse, storlek och begreppen som relaterar till dem. Syftet med denna litteraturstudie är att visa vad forskning säger om vad elever behöver få syn på för att utveckla och stärka sin taluppfattning.

    Internationella undersökningar från 2012 samt 2013 visade att svenska elevers taluppfattning var under genomsnittet jämfört med andra länder som deltog. Till följd av detta infördes ett lärarlyft samt ett bedömningsstöd inom matematik där lärare får hjälp att på ett tidigt stadium kartlägga elevers kunskaper inom taluppfattning och på så sätt försöka förhindra framtida matematiksvårigheter.

    I denna litteraturstudie har det undersökts vad svensk och internationell forskning visar inom området, för att därefter sammanställa, analysera och jämföra dessa med läroplan, kurslitteratur och egna erfarenheter.

    Resultatet i denna studie visar på grundläggande färdigheter som elever måste få syn på för att utveckla taluppfattning. Resultatet framställer även viss forskning som menar att elever ej utvecklar taluppfattning av sig själva, utan att det är lärarens ansvar att genom en välstrukturerad och noga genomtänkt undervisning ge elever möjlighet att utveckla det, medan annan forskning påvisar att människan föds med en grundläggande taluppfattning och det är genom att undervisningen stöttar denna förmåga som elevers kunskaper stärks.

    Det framkom att satsningen på utveckling av elevers taluppfattning samt stöd i form av lärarlyft i matematik som utvecklades efter de internationella undersökningarna om elevers taluppfattning har gett resultat. Vårt resultat av denna litteraturstudie styrker det då det framkommer att en riktad undervisning inom taluppfattning ger goda resultat.

  • 98.
    Fonad, Eva
    et al.
    Jönköping University, School of Education and Communication. Lidingö Stad.
    Carlsson, Mona
    Jönköping University, School of Education and Communication. Lidingö Stad.
    Barn utforskar sin förskolegård: Förskolebarns perspektiv på sin utemiljö2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Our interest in the outdoor environment started when we discovered, through the experience of working in preschool, that many preschool centers are not always appealing to the children. Several outdoor environments is not inspiring for the children leading to that they feel lost and don’t know what to do.

    The purpose of the study is to give a better insight and understanding in how children explore their preschool yard and what determines their choices in how they position themselves in the preschool yard when they are playing.

    We wanted to highlight childrens experiences regarding their preschool yard based on an ethnographic and inductive study, that is, to analyze and draw conclusions from collected material.

    We have started from childhood geography which is seen in research as part of the childhood sociology. Childhood is here seen as socially constructed and questions arises about the places that are considered good for children. We have seen from our conversations walks and observations that children use different operating strategies, such as climbing trees, ride the slide and swing, and that the use of physical activities such as building huts, collect natural materials and jumping in leaf piles, but that they also is guided by their curiosity and suddenly can stop to have a look at insects, etc. as they explore areas of the preschool yard.

    The results of our study show the importance of movement, this is something that children often prioritize in their telling about their preschool yard.

  • 99.
    Fredriksson, Nellie
    Jönköping University, School of Education and Communication.
    ”Vissa saker måste vi lämna hemma”: En kvalitativ studie av lärares inställning till att implementera elevers digitala multimodala erfarenheter i undervisning2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Elever i dagens skola lever i en värld med ökad digitalisering där hänsyn till en allt större mängd texter av olika slag är relevant. Samtidigt som unga blir allt mer vana vid digitala multimodala medier har deras erfarenheter av populärkultur och nya medier under en lång tid haft en låg status i pedagogiska sammanhang. Syftet med studien var därför att få en bild av lärarnas inställningar till elevernas digitala multimodla erfarenheter och hur dessa kan implementeras i undervisning. Studien möjliggjordes med hjälp av ekologisk systemteori.

    Studien har en kvalitativ inriktning där semistrukturerade intervjuer har genomförts med fyra lärare i årskurs 1-3. Materialet analyserades genom ljudupptagningar från intervjuerna som spelades in och sedan transkriberades. Resultatet av de kvalitativa intervjuerna visar att lärarna i nuläget upplever sig ha en bild av elevernas digitala multimodala texterfarenheter men inte har något speciellt tillvägagångssätt för att ta reda på dessa och att de inte heller implementerar dem i sin undervisning på ett sätt som de är medvetna om. Däremot får lärarna en bild av elevernas erfarenheter genom samtal och kan använda sig av medieringsformer som eleverna är vana vid för att fånga deras intresse.

  • 100.
    Fräjdin, Evelina
    Jönköping University, School of Education and Communication, HLK, CHILD.
    "Våra guldstunder": En kvalitativ studie om lärares beskrivning av arbete med högläsning i årskurs 1 och 2.2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is about teachers’ read-aloud in the classroom. Reading comprehension is important in all subjects of the school and a recurring knowledge requirement throughout the compulsory school. The purpose is therefore to investigate how teachers in grades 1 – 2 describe their read-aloud. The following questions have been the starting point of this study: What purpose do teachers have with their read-aloud? How do teachers work with read-aloud? Which advantages and disadvantages do teachers see with read-aloud? This study is based on the sociocultural theory assuming that people develop through social activities where scaffolding is important for development. Semi-structured interviews have been used and six teachers have been interviewed. The material has been analyzed and discussed in relation to the field. The result shows that the teachers have several different purposes of read-aloud. The purpose can be to create a mutual reading experience or increase pupils’ interest in reading. Also, the purpose can be to develop pupils’ reading comprehension. How and how much the teachers use read-aloud differs. According to the teachers there are major advantages of read-aloud while the disadvantages are few.

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