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  • 1.
    Abrahamsson, Erica
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Obligatorisk läxhjälp på fritidhemmet: Vårdnadshavares och lärare i fritidshem uppfattningar om läxhjälp på fritidshemmet2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka vilken uppfattning vårdnadshavare och lärare i fritidshem har angående obligatorisk läxhjälp på fritidshemmet samt om fritidshemmets verksamhet får några konsekvenser om obligatorisk läxhjälp införs. Studiens metod bygger på en kvalitativ enkätundersökning med 38 vårdnadshavare samt kvalitativa personliga intervjuer med 5 olika lärare i fritidshem från 5 olika skolor. Resultatet visar att uppfattningarna som vårdnadshavare har angående obligatorisk läxhjälp på fritidshemmet var både positiv och negativ. En del anser att läxhjälp på fritidshemmet är bra eftersom många barn har långa dagar på skolan och fritidshemmet. Andra anser tvärtom att läxhjälp är skolans ansvar och inte ska förekomma på fritidshemmet. Det framkommer även att lärare i fritidshem är överens med vårdnadshavare. Argument som förs fram är rättvisa och andra menar att fritidshemmet är ett komplement till skolan inte deras förlängda arm. Fritidshemmets verksamhet påverkas enligt vårdnadshavare och lärare i fritidshem på olika sätt. Det framkommer att läxhjälp ett par gånger i veckan inte inverkar på verksamheten, dock behövs det mer personal i så fall. Medan andra menar att utevistelse och annat påverkas. 

  • 2.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Lindqvist, Per
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Nordänger, Ulla Karin
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    “Betwixt and Between”: Leisure-time Teachers and the Construction of Professional Identities2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 6, p. 884-898Article in journal (Refereed)
    Abstract [en]

    In 2014, a newly formed group of teachers graduated from Swedish universities. In addition to their qualification as leisure-time pedagogues, their degree includes teaching practical/aesthetical subjects in compulsory school. This group of teachers thus has to relate to dual professional identities and to maintain a balance between the socially oriented leisure-time centres and a goal- and results-driven school. In this article we describe their first two years after graduation, trying to get hold of their negotiation of professional identities and orientation in the professional landscape. Results shows that the graduates try to balance own ideals and hybrid professional intentions against traditional professional identities and labour market conditions and that position in a liminal phase might be crucial for the outcome.

  • 3.
    Adam, David
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Högstadiets fysiklektioner och ”en dator per elev”: Vilken potential ser lärare och hur upplever de den?2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Svenska grundskolan närmar sig en tid när alla elever har egna datorer. Vissa lärare har arbetat med detta i många år och andra bara några. Frågan som undersöks i denna uppsats är vilken potential fysiklärare ser i denna utveckling och hur de upplever potentialen. Sju naturvetenskapslärare från Sydsverige intervjuades på ett semistrukturerat sätt och data analyserades med en fenomenografisk ansats. Resultatet visar att den potential som lärare beskriver kan kategoriseras som skapande, innehåll och interaktion men att det finns störningar som påverkar alla kategorier. Analys av hur lärare upplever potentialen belyses med följande kategorier; noggrannhet, effektivitet, flexibilitet och illustrativ. Uppsatsen försöker att undersöka både de negativa och positiva aspekterna inom dessa kategorier. Vidare forskning som undersöker hur elever upplever dessa kategorier av potential skulle kunna bidra till en bättre helhetsbild.

  • 4.
    Adolfsson, Carl-Henrik
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Upgraded curriculum?: An analysis of knowledge boundaries in teaching under the Swedish subject-based curriculum2018In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, Vol. 29, no 3, p. 424-440Article in journal (Refereed)
    Abstract [en]

    This article offers a contribution to the current debate about knowledge and the curriculum, especially initiated by social realist writers. The enacted Swedish subjects-based curriculum for compulsory schooling is examined and is also used as a significant case with the aim of discussing practical implications of social realist claims regarding knowledge and the curriculum. Video-recorded lessons from grade six in six different Swedish schools, in combination with teacher interviews, are explored within the scope of a curriculum theory framework with the purpose of illuminating dominant patterns of knowledge boundaries and knowledge conceptions. The study shows how the Swedish subject-based curriculum frames teaching in a direction where a disciplinary knowledge conception with fixed knowledge boundaries predominates over other knowledge forms. The subject-based curriculum also appears to produce an ‘overloading’ of content, which implies that pupils’ questions and experiences are avoided and dismissed in the teaching practice.

  • 5.
    Adolfsson, Carl-Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Alvunger, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    A study on policy pressures and power dynamics in the changing landscape of local school governance2018Conference paper (Refereed)
    Abstract [en]

    The aim with this paper is to explore local school governance in the Swedish schooling system by focusing on the local authority and principals through a lens of neo-institutional theory. The study is conducted against a backdrop of current trends in global and national educational policy where it in the Swedish context is possible to identify two major shifts:

     

    • new ways of how the state seeks to control the schools’ outcomes at the expense of the local authorities room for exercise of power– a ‘re-centralisation’
    • the emergence of a new dynamic between the local authority and principals.

     

    In the early 1990s, the Swedish school system was decentralised and the municipalities were given authority for the governing of the schools. A new goal- and outcome-based quality system was introduced that put the municipalities in Sweden in a new position. However, during the last decades transnational organisations and associations such as the OECD and the EU have gained greater influence over education policy (Robertson & Dale, 2015). New policy spaces have emerged that transcend, but also converge within, national borders (Sassen, 2006). Accountability, standardisation and increased student results stand out as important ingredients in current global reform agendas (Wahlström & Sundberg, 2017a; Anderson-Levitt, 2008). In Sweden, declining student achievement in PISA has made policy-makers inclined to be informed by policy solutions from the OECD (Wahlström, 2017). Paired with a strong focus on student achievement, the notion of a school system in a state of crisis grew. Altogether, this have spurred an intensive critique against the decentralised schooling system and triggered a trend of ‘re-centralisation’ in Sweden, meaning a shift towards a more state-regulated governing of the school system (Wahlström & Sundberg, 2017; Adolfsson, 2013) . The government has introduced several reforms and incentives that involves the local management of schools. These include, for instance, a new national curriculum for the compulsory and the upper secondary schooling, a School Inspectorate for auditing and monitoring schools; A reformed Education Act emphasising the local authority’s responsibility for equity and student achievement, and strengthening the principals’ authority; Professional development programmes; and new specialist functions in school (Alvunger, 2015; Adolfsson & Alvunger, 2017). These policy movements have altogether challenged the relations between the state, the local authorities and the schools in Sweden. In light of these changes and with reference to the presented aim of this paper, we ask ourselves the following research questions:

    • How do representatives of the local authority experience and respond to the pressure and influence from the state through the focus on equity and the improvement of student results in national educational policy discourse?
    • What strategies do the local authority employ for governing the schools in the municipality?
    • In what ways do principals respond to the tension in the ‘dual’ governance from the state and the local authority?

     

    The paper draws on a ‘classical’ theoretical and methodological framework of curriculum theory (i.e. the frame-factor theory), with its different levels of analysis – the societal/ideological level, the programmatic level; and the school/classroom level (Lundgren, 1972). When it comes to the more specific analysis of the consequences of the changed conditions of governing and exercise of control at the local policy level, a neo-institutional theoretical perspective will be used (Scott, 2008). From this perspective, three dimensions can be highlighted regarding how institutions seek to control and affect other institutions, respond to external pressure and seek legitimacy: regulative (rules and sanctions for legitimacy), normative (evaluation and moral legitimacy), and cognitive-cultural/discursive (shared conceptions and frames of meaning-making (2008).

     

    Methods and material

     

    This paper has a mixed-method design, where the research design aims at preserving the complexity and deepening the perspective of the research questions being addressed while at the same time obtaining different, but complementary data on the same phenomenon (Cresswell, 2010; Cresswell and Clark, 2007). The study of local governance with the local authority and principals is conducted in three steps. The first of the research questions, i.e. how representatives of the local authority experience and respond to policy pressure from the state, will be answered by using secondary data from a project that investigated the municipalities as policy actors in light of the implementation of the new national curriculum for compulsory schooling in Sweden (Wahlström & Sundberg, 2017). It includes a survey (n= 727) and interviews with representatives from local authorities in Sweden. The two remaining sets of research questions, comprising local authorities’ strategies for governing schools and principals’ responses, will be answered through a case study of a large municipality in southern Sweden (135 000 inhabitants) using a survey (n=61; response rate 62 %) to principals and 4 semi-structured focus-group interviews with principals and representatives of the local authority. The survey consisted of questions about experiences of the subsequent organisation, governing structures, the communication of aims between different levels, collaborative structures and arenas, professional development, curriculum support and the role of functions for school development. The quantitative data was then analysed and used for asking follow-up and questions in the interviews, targeting specific items regarding experiences of expectations from the institutional environment, policy pressures, governing structures and strategies to cope with certain arrangements in the environment. The interviews thus provided complementary qualitative data and gave a richer description of the principals’ views.

     

    Expected outcomes

     

    Representatives from the local authority emphasise that the national governance of schools to a higher extent and in a more explicit way is directed towards the schools as units as a result the recent educational reforms. They claim that the autonomy of principals following the Education act has created greater clarity. Meanwhile, it has impeded their agency in matters concerning enactment of government policy and curriculum. In combination with the emphasis on local authorities as being responsible for quality assurance, allocating resources for equity and student achievement, the local authorities’ ability to control internal processes of schools has decreased significantly. It seems that local authorities’ space for regulative sanctions and mechanisms has been weakened. In order to compensate, local authorities apply strategies of soft governance for controlling the schools. These strategies are characterised by normative and cognitive/discursive dimension and may be comprised by one or a combination of the following:

    • Re-structuring the organisation and controlling communication
    • Use expert teachers to monitor and control internal professional development/school improvement efforts of schools
    • Competition through rewarding schools which comply to reforms, show best practice and have high-performing students
    • Standardisation measures to ensure greater coherence and compliance

     

    The principals describe a more generous space for action with the Education act, but they also experience a higher degree of pressure to improve student achievement and goal attainment, both from the local authority and from the state. This pressure is expressed in different ways. The local authority presents comparisons of results between schools which triggers competition. The principals are bound to report results or other statistical data on request, which in turn may cause a negative pressure from their teachers. In addition, principals describe how a lot of resources in terms of time and money are invested to ‘pass’ inspections from the national agency.

     

    References

    Adolfsson, C-H. (2013). Kunskapsfrågan – En läroplansteoretisk studie om gymnasieskolans reformer mellan 1960-talet och 2010-talet [The question of knowledge – a curriculum study of the Swedish upper secondary school reforms between the 1960s and 2010s]. Dissertation, Linnaeus University.

     

    Adolfsson, C-H., & Alvunger, D. (2017). The nested systems of local school development : Understanding improved interaction and capacities in the different sub-systems of schools. Improving Schools. 20. 195-208.

     

    Alvunger, D. (2015).
Towards new forms of educational leadership? The local implementation of förstelärare in Swedish schools.
Nordic Journal of Studies in Educational Policy, 1(3), 55–66.

     

    Anderson-Levitt, K. M. (2008). Globalization and curriculum. In: M. F. Connelly (Ed.), The Sage handbook of curriculum and instruction (pp. 349–368). London: Sage Publications.

    Creswell, J. W. (2010). Mapping the developing landscape of mixed methods research. In A. Tashakkori, & C. Teddlie (Eds.), Sage handbook of mixed methods in social & behavioral research (pp. 45–68). Thousand Oaks, CA: Sage Publications.

    Creswell, J. W., & Plano Clark, V. (2007). Designing and conducting mixed methods. London: SAGE.

    Lundgren, U.P. (1972). Frame factors and the teaching process: A contribution to curriculum theory and theory of teaching. Stockholm: Almqvist & Wiksell.

     

    Robertson, S., & Dale, R. (2015). Towards a ‘critical cultural political economy’ account of the globalising of education, Globalisation, Societies and Education, 13(1), 149–170, DOI: 10.1080/14767724.2014.967502

    Sassen, S. (2006). Territory, authority, rights: From medieval to global assemblages. Princeton, NJ: Princeton University Press.


    Scott, W. (2008). Approaching Adulthood: The Maturing of Institutional Theory. Theory and Society, 37(5), 427-442.

    Wahlström, N., & Sundberg, D. (2017). Transnational curriculum standards and classroom practices. The new meaning of teaching. New York, NY: Routledge.

    Wahlström, N. (2017). The travelling reform agenda: The Swedish case through the lens of OECD. In N. Wahlström, & D. Sundberg (Eds.), Transnational curriculum standards and classroom practices. The new meaning of teaching (pp. 15–30). New York, NY: Routledge.

     

  • 6.
    Adolfsson, Carl-Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Alvunger, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    The selection of content and knowledge conceptions in the teaching of curriculum standards in compulsory schooling2018In: Transnational Curriculum Standards and Classroom Practices: The New Meaning of Teaching / [ed] Ninni Wahlström & Daniel Sundberg, London: Routledge, 2018, p. 98-115Chapter in book (Refereed)
  • 7.
    Adolfsson, Carl-Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Forsberg, Eva
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Evidently, the Broker Appears as the New Whizz-kid on the Educational Agora2019In: New Practices of Comparison, Quantification and Expertise in Education: conducting empirically based research / [ed] Christina Elde Mølstad & Daniel Pettersson, Abingdon, Oxon: Routledge, 2019, p. 99-110Chapter in book (Refereed)
  • 8.
    Adolfsson, Carl-Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Forsberg, Eva
    Uppsala university.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    När evidensrörelsen kom till den svenska skolan2018In: Den evidensbaserade skolan: Svensk skola i skärningspunkten mellan forskning och praktik / [ed] Daniel Alvunger & Ninni Wahlström, Stockholm: Natur och kultur, 2018, p. 71-99Chapter in book (Refereed)
  • 9.
    Adolfsson, Carl-Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Håkansson, Jan
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Evaluating School Improvement Efforts: Pupils as Silent Result Suppliers, or Audible Improvement Resources?2018In: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 17, no 6, p. 34-50Article in journal (Refereed)
    Abstract [en]

    This article contributes to a perspective of school development, where pupils‟ experiences of the teaching they encounter are regarded as a result of improvement work. In a three-year research collaboration with four nine-year compulsory schools in a large Swedish municipality, researchers have continuously conducted group interviews with different actors, collected relevant documentation and reported their preliminary analyses to the schools. In the light of previous research, the results show that the development areas that have been in focus in the schools have in some cases had an impact on the teaching. However, no homogenous change is evident. Rather, the variation between classrooms, teachers and subjects is great, especially if the pupils‟ perspectives are taken into consideration. The pupils‟ experiences and voices on how the improvement work materialises in the classroom contribute to explaining the connections, or lack of them, between the school and classroom levels. 

  • 10.
    Adolfsson, Carl-Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Håkansson, Jan
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Evaluating teacher and school development by learning capital: a conceptual contribution to a fundamental problem2019In: Improving Schools, ISSN 1365-4802, E-ISSN 1475-7583, Vol. 22, no 2, p. 130-143Article in journal (Refereed)
    Abstract [en]

    In light of an international policy movement to increase focus on students’ academic achievement, the question of how to improve schools has become an important issue at all levels in the school system. Substantial resources have been invested in reforms to improve conditions for pupils’ learning. Great expectations and responsibility are often placed on teachers in terms of their professional development (PD), the aim being to improve their teaching practices. Consequently, the question of how to evaluate the results of school improvement programmes, including teachers’ PD, has arisen. However, there is a lack of theoretical concepts that can capture the outcomes of such development in a qualified way. Taking inspiration from the research on teachers’ PD and theories relating to teachers’ knowledge and capabilities, the aim of this study is to outline a conceptual framework that can serve as an analytical tool when evaluating both school improvement initiatives in general and school actors’ learning in particular. Four types of learning capital that are intended to reflect the central aspects of teachers’ and school organisations’ learning and the capabilities linked to teaching practice and its development are outlined. This conceptual framework is applied and exemplified based on the results of a three-year research project evaluating a school improvement programme in a Swedish municipality. Finally, some conclusions are drawn regarding the different types of analysis possible with the current conceptual framework related to the evaluation of school improvement efforts.

     

  • 11.
    Adolfsson, Carl-Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Håkansson, Jan
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    The Local Education Authority’s Implementation of a Capacity-building model for school improvement – obstacles and possibilities2019In: Presented at ECER 2019, 2019Conference paper (Refereed)
    Abstract [en]

    General description on research questions, objectives and theoretical framework (600 words)

    In school systems around the world, there is an increasing focus on pupils’ academic achievements and school results. This has resulted in an intensified control of pupils’ levels of achievement (cf. PISA) and increasing demands for school actors and decision-makers to improve schools. In this respect, Sweden is no exception. Ages of declining student achievement, decreased equality between schools have spurred an intensive critique against the Swedish school system and triggered a more state-regulated governing of the school system in terms of several national reforms, which altogether aim to take control over the schools’ outcome (Wahlström & Sundberg, 2017; Adolfsson, 2018). In light of such a policy movement the Local Education Authorities (LEA) and schools’ responsibility for pupils’ achievement and equality have been highlighted and strengthened in Swedish policy. In addition, to ensure the quality of the teaching and the professionalism of the teachers, a revision of the Swedish Education Act was carried out in 2010. This revision stipulated, among other things, that all schools and local school authorities must conduct a systematic improvement work. This had led to a discussion of how school on a local basis can build capacity to improve themselves. In this context, LEA, in the Swedish municipalities, have become important policy actors (Wahlström & Sundberg, 2017b). To strengthen the schools own capacity for improvement, but also to increase the control over the schools’ processes and outcomes, the construction and implementation of different quality systems has been an important strategy for the local education authorities (Adolfsson & Alvunger, 2017; Håkansson & Sundberg, 2016).

    In this paper, we will put this ‘meso-level’, i.e. the relationship between LEA and the schools, in focus. We mean that this is an important, but many times overlooked, relationship when it comes to understand processes and outcomes related to the implementation of local quality systems and school improvement initiatives (Rorrer, Skrla & Scheurich, 2008). Based on an ongoing three-year research project in a major municipality in Sweden, the overall aim is to investigate a LEA: s attempt to implement a new quality system at the schools in the municipality, as a way to control and strengthen the schools’ improvement work. The following research questions are addressed in the paper:

    1. How and which central aspects of the schools’ improvement work tries LEA control and strengthened through the implementation of a new quality system?

    2. In what w   ay do school actors respond to LES’s attempt to implement the quality system?

    3. Which different factors can be distinguished as notably important for the outcome of the implementation process?

    The relationship between the LED and the current schools are understood and analysed from a neo-institutional theoretical perspective (Scott, 2008). From this perspective, three dimensions can be highlighted regarding how institutions (in this case the LED and the current schools) seek to control and affect other institutions, respond to external pressure and seek legitimacy: regulative (rules and sanctions), normative (prevalent norms, expectations and ideals ), and cognitive-cultural/discursive (shared conceptions and frames of meaning-making). This perspective enable us to elucidate the character of the different strategies and actions that LED undertake in the implementation of the new quality model. To understand the implementation processes that occurred at the different schools, theoretical inspiration is acquired from implementation theory (Fixen et al. 2005; Lundquist, 1987; Lipsky, 1980). This theory put analytical focus on central implementation factors such as clarity, school actors knowledge, legitimacy, time, leadership, organisation, school culture etc, which thus help us to understand the result of the implementation processes of the different schools. 

    Methods/methodology (400 words)

    The overall research project, which this specific study is conducted within, has a mixed-method inspired design. The aim with such an approach is to deepening the understanding of the current research questions being addressed through obtaining different, but complementary data on the phenomenon that stand in focus for the study (Cresswell, 2010; Cresswell and Clark, 2007). In this specific sub-study, we have followed the education authority’s implementation process at six different schools in the current municipality. The current schools are located in areas with differences in socioeconomic and ethnic backgrounds and each school was followed for a school year, which made it possible to contextually place and understand the implementation process within the structure, organization and culture of the schools.

    In line with the theoretical points of departure and the general aim to elucidate patterns of the local school authority’s implementation of the new quality system and school actors’ understanding and response of the quality system, following methods and empirical data have been used. i) content analysis of central policy documents ii)  observations (n=xx) iii) 24 semi-structured interviews with key actors at the different schools (n=50). Accordingly, an extensive empirical material have been collected. To conduct a contextual understanding of each school, central documents regarding the local schools’ organisation, policy and vision, leading and management structure, pupils’ achievement, school improvement strategies were at a first step analysed. This contextual understanding was important for the next step, when data related to LEA implementation of the new quality system at the single schools were collected. This was carried out through participating observations at the different kinds of meetings that occurred amongst LEA and the current schools. Finally, as a way to deepen the understanding of the school actors’ response to the new quality system, semi-structured interviews with central key actors at the single school were carried out.

     

    Expected outcomes (300 words)

    The relationship between the LEA and the schools will finally be discussed and problematized in light of the following preliminary results:

    -          The implementation of the quality system occurred through a number of steps: 1. an introduction meeting between represents from the LEA and key actors from the schools 2. a quality dialogue two months later and 3. a quality seminary arranged by the LEA where the principals from the involving schools were participating. In contrast to a more traditional ‘regulative’ strategy of governing the schools, the LEA’s implementation of the current quality system, in terms of these different activities, was characterized by a more normative and discursive way of controlling the schools’ improvement work (i.e. soft governance).

    -          We could distinguish a variety in the initial stage of the implementation process regarding in what degree the school actors consider the LEA’s quality system as legitimate. The same variety between the schools was notably concerning how they perceived the idea and the purpose behind the new quality system but also how LEA’s system should be incorporated with their own local quality systems.

    -          Factors that may explain these differences in the implementation process is firstly, a notably ‘knowledge-gap’, that existed between the schools. That is, principals and other key actors’ knowledge and competencies about local systematic quality work in terms of, for example, data collection, interpretation and using different methods of analysis, seem to be crucial for the implementation process. A second crucial factor seems to be how the principals organized his or her school improvement work, including delegation of responsibility and how different school actors’ knowledge and competencies were used in an appropriate way.

  • 12.
    Adolfsson, Carl-Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Att forskningsbasera den svenska skolan: Policyinitiativ under 25 år2018In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, no 1-2, p. 39-63Article in journal (Refereed)
    Abstract [sv]

    Även om ”en skola på vetenskaplig grund” idag är ett högaktuellt ämne är det ingalunda något nytt fenomen. I artikeln studeras tendenser i policyinitiativ som de senaste 25 åren haft till syfte att forskningsbasera den svenska skolan. Utgångspunkt tas i de problembilder som framkommer i policy samt vilka modeller för forskningsbasering som samtidigt lyfts fram som lösningen på dessa problem. Resultatet pekar mot att det de senaste 25 år har skett en succesiv förskjutning från indirekta till mer direkta initiativ. Under 1990-talet och det tidiga 2000-talet var många policyinitiativ ordnade utifrån att främst vilja skapa de rätta förutsättningarna för en forskningsbasering av skolan. Under 2000-talet blir initiativen alltmer fokuserade och ambitiös med syfte att åstadkomma direkta förändringar i lärares undervisning. När det kommer till modeller för forskningsbasering blir det samtidigt alltmer tydligt hur policy vänder sig till och söker legitimitet hos delvis nya aktörer och institutioner, som exempelvis hälso-sjukvården. Med detta går det också att urskilja en insnävning vad gäller att definiera och innehållsligt välja ut vilken forskning som bör sprids till skolans aktörer. Konsekvensen med en sådan modell för forskningsbasering menar vi kan bli att läraren främst får inta rollen som passiva mottagare av forskning.

  • 13.
    Adolfsson, Carl-Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Forsberg, Eva
    Uppsala University.
    Evidently, the Broker is the New Whiz-kid at the Education agora2018Conference paper (Refereed)
  • 14.
    Adolfsson, Carl-Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Sundberg, Eva
    Uppsala university.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Evidently, the Broker is the New Whiz-Kid at the Education Agora2018In: NERA 2018 - 46th CONGRESS Educational Research: Boundaries, Breaches and Bridges: Abstracts, 2018, p. 106-Conference paper (Refereed)
  • 15.
    Agnell, Emma
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Language choices in the EFL-classroom: The actions and perceptions of four secondary school teachers in Sweden2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Swedish National Agency for Education encourages the exclusive use of the target language (TL) in the English language classrooms. However, one may question if this is observed, as the Swedish Schools Inspectorate, in their qualitative investigation of the Swedish schools, headlined the section on language use in their observation of English lessons in the years 6-9 as “too much English in Swedish”. They found that nearly half the lessons failed to provide sufficient opportunities for pupils’ communicative competence to develop and problematized this partly as a result of lack of pedagogical training among teachers. Nonetheless, the role of the first language (L1) in the foreign language classroom is controversial. Some favor an exclusion of the L1 while others believe the L1 has an important role. This essay problematizes four English teachers’ language choices in the classroom, with the theoretical approaches that the TL should be used extensively, but that neither teachers nor pupils should be prohibited from using the L1 as it can serve important purposes and facilitate language learning if used strategically. In this study, four English teachers were interviewed to investigate what determines their language choices. It was found that while teachers primarily based their language choices on pedagogical views and knowledge about language learning, for some the choice of language was not always strategic or pedagogical. In this study, the reasons for both their strategical and inadvertent uses are investigated. This study also investigated how the teachers perceive the pupils’ language choices, and what implications these perceptions may have.

  • 16.
    Ahlström, Amanda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Brolander, Lisa
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Fri och lustfylld tid: En kvalitativ intervjustudie om rekreation i fritidshem2018Independent thesis Basic level (university diploma), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Det övergripande syftet med forskningsstudien är att få en ökad förståelse för hur rekreation kan komma till uttryck i fritidshemmet. Intentionen är att ta reda på hur både elever och lärare uppfattar rekreation i fritidshem. Studien bygger på semistrukturerade intervjuer där syftet är att få en ökad förståelse för hur lärare i fritidshem upplever sitt arbete med rekreation.  Då vårt syfte även är att ta reda på elevers upplevelse av rekreation i fritidshemmet har vi använt ett designat barnsamtal. Studien genomförs med sex lärare samt sexton elever på två olika fritidshem. Resultatet av studien visar att lärare i fritidshem upplever en viss osäkerhet kring rekreationsbegreppets innebörd samtidigt som de främst kopplar rekreation till lugna och stillsamma aktiviteter.  Studien visar även att lärarna anser att elever har större möjlighet att uppleva rekreation under sin fria tid i fritidshemmet vilket är samstämmigt med vad analysen av studiens genomförda barnsamtal visar. En central del i elevers upplevelse av rekreation i fritidshem grundar sig i deras känsla av att ha roligt vilket leder till en samlad bedömning av att elevers upplevelse av rekreation till stor del kan likställas med att ägna sig åt lustfyllda aktiviteter.

  • 17.
    Ahmed, Waqas
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Hur gick det till när nyanlända elever lärde sig algebra i Sverige jämfört med deras hemland?: En kvalitativ studie av nyanlända elevers uppfattningar om genomgångar, arbetssätt och arbetsuppgifter inom svensk matematikundervisning2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att kartlägga nyanlända gymnasieelevers uppfattningar om genomgångar, arbetssätt och arbetsuppgifter inom svensk matematikundervisning jämfört med matematikundervisningen i deras hemland. Elevintervjuer med 5 elever, som kombineras med klassrumsobservationer, gjordes för att samla in data. Studien befinner sig på elevnivå och resultat visar att det finns skillnader mellan Sveriges och hemlandets matematikundervisning. Eleverna tycker att matematikundervisning i Sverige är mer givande och omfattande är hemlandets. De är nöjda med lärarens inställning i klassrummet.

    Det framkommer också att eleverna känner sig begränsade på grund av språk brister i det svenska språket. På grund av sina språk brister visade eleverna rädslan att bli utskrattade och utpekade av sina klasskamrater. Studien kan vara en hjälp för lärarna som undervisar nyanlända elever om hur eleverna upplever matematikundervisning i Sverige och vilken inverkan med skillnader har på dem. 

  • 18.
    Algotsson, Cecilia
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Teknikdidaktikens vad och hur.: En kvalitativ studie om hur förskolepedagoger synliggör teknik i förskolan.2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Abstrakt

    Titel- Teknikdidaktikens vad och hur. En kvalitativ studie om hur förskolepedagoger synliggör teknik i förskolan.

    Title­ Technology educations what and how. A qualitive study about how preschool teachers visible technology in preschool.

     

    Enligt tidigare studie har pedagoger svarat att teknikundervisning är svårt och komplicerat att göra. Ibland förväxlas teknik med andra ämnen på grund av att teknikintresset är litet bland pedagoger samtidigt står det i styrdokumentet Läroplanen för förskolan att barnen ska få möjlighet att urskilja teknik i vardagen och skapa med olika redskap och material.

     

    Syftet med denna studie är att studera om hur förskolepedagoger synliggör teknik i förskolan. Studien genomfördes på två förskolor i samma kommun i Sverige. Empirin bygger på observationer som sträcker sig från planerade aktiviteter till barnens fria lek till rutinsituationer i förskolans vardag. Observationerna genomfördes på tre avdelningar: två med äldre barn och en med yngre barn. Resultatet analyserades med utgångpunkt från utvecklingspedagogikens lärandets objekt och lärandets akt. Resultatet visar att förskolepedagoger i förskolan synliggör användandet av artefakter, lösningars variationer, skapande i konstruktionslek och tekniska system genom att förklara ställa frågor och visa. Förskolepedagogernas teknikundervisning ägde rum i olika situationer under dagen såsom i planerade aktiviteter, fri lek och rutinsituationer.

  • 19.
    ALShokry, Wessen
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Tillräckliga förkunskaper?: En studie om hur eleverna som läser på naturvetenskapsprogrammet är väl förberedda.2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Eleverna som väljer att studera på naturvetenskapsprogrammet i gymnasiet möter stora utmaningar och kraven som ställs på dem är stora. De förkunskaper som de har med sig i ryggsäcken från grundskolan påverkar deras möjligheter att klara av utbildningen. Lärarna som undervisar kemi och biologi på högstadiet och gymnasiet fick svara på frågor om de anser att eleverna på naturvetenskapsprogrammet har tillräckliga kunskaper i kemi och biologi från högstadiet. Undersökningen visar att lärarna anser att  eleverna som väljer att studera på naturvetenskapliga programmet har tillräckliga förkunskaper i kemi och biologi med sig. Den nya betygsskalan och det meritvärde som gäller efter att den nya kursplanen genomförts samt hur detta påverkar valet av program på gymnasiet diskuteras också i denna undersökning. Kursplanen i kemi för grundskolan och första kursen på gymnasiet belyses och analyseras också.

  • 20.
    Alvunger, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Teachers’ curriculum agency in teaching a standards-based curriculum2018In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, Vol. 29, no 4, p. 479-498Article in journal (Refereed)
    Abstract [en]

    In 2011, Sweden introduced explicit standards for the curriculum used in compulsory schooling through the implementation of ‘knowledge requirements’ that align content, abilities and assessment criteria. This article explores and analyses social science teachers’ curriculum agency through a theoretical framework comprised of ‘teacher agency’ and Bernstein’s concepts of ‘pedagogic device’, ‘hierarchical knowledge structure’ and ‘horizontal knowledge structure’. Teachers’ curriculum agency, in recontextualisation of the curriculum, is described and understood through three different ‘spaces’: a collective space, an individual space and an interactive space in the classroom. The curriculum and time are important for the possibilities of agency – the teachers state that the new knowledge requirements compel them to include and assess a lot of content in each ‘curriculum task’. It is possible to identify a recontextualisation process of ‘borrowing’ and combining content from curriculum tasks across the different subjects. This process is explained by the horizontal knowledge structure and ‘weak grammar’ of the social sciences. Abilities, on the other hand, stand out as elements of a hierarchical knowledge structure in which a discursive space is opened for knowledge to transcend contexts and provides opportunities for meaning-making. The space gives teachers room for action and for integrating disciplinary content.

  • 21.
    Alvunger, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    To catch the forms of knowledge in teaching2019In: Classroom research: Methodology, categories and coding / [ed] Wahlström, Ninni, Växjö: Linnaeus University Press, 2019, , p. 44p. 22-30Chapter in book (Other academic)
  • 22.
    Alvunger, Daniel
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Grahn Johansson, Viktoria
    Linnaeus University, Faculty of Technology, Department of Physics and Electrical Engineering.
    Exploring recontextualization of didactic ability and vocational teacher students’ professional learning through video analysis2018In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 8, no 3, p. 36-56Article in journal (Refereed)
    Abstract [en]

    This article explores how vocational teacher education (VTE) students experience professional learning through the use of video analysis, their reflection among peers and their meaning-making of the ‘didactic ability’ concept during the beginning of their education. The empirical data consists of an online survey and semi-structured interviews with five vocational teacher education students. Bernstein’s concept of ‘pedagogic discourse’ and a conceptual framework of recontextualisation in vocational education and training developed by Evans, Guile and Harris guide the research. The findings strongly support observations from previous research that emphasise that the use of video promotes and supports teacher students’ professional growth. The VTE students develop a new understanding of how to organise content and to analytically handle the relationship between theoretical aspects and professional action. The emerging meanings of didactic ability are a new discursive understanding of work-knowledge and the teaching content, as well as a strategic structuring of the content for sense-making, transcending the theory and practice divide through visual artefacts and practical tasks and the ability to use different teaching strategies. Language, actions, content and meanings in terms of workplace codes tend to ‘move’ and to be recontextualised from the school’s pedagogic discourse.

  • 23.
    Alvunger, Daniel
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Wahlström, Ninni
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Den evidensbaserade skolan: en introduktion2018In: Den evidensbaserade skolan: Svensk skola i skärningspunkten mellan forskning och praktik / [ed] Daniel Alvunger & Ninni Wahlström, Natur och kultur, 2018, p. 9-30Chapter in book (Other academic)
  • 24.
    Alvunger, Daniel
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Wahlström, NinniLinnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Den evidensbaserade skolan: svensk skola i skärningspunkten mellan forskning och praktik2018Collection (editor) (Other academic)
  • 25.
    Alvunger, Daniel
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Wahlström, Ninni
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Lärarutbildningens forskningsbasering2018In: Den evidensbaserade skolan: Svensk skola i skärningspunkten mellan forskning och praktik / [ed] Daniel Alvunger & Ninni Wahlström, Natur och kultur, 2018, p. 101-134Chapter in book (Other academic)
  • 26.
    Alvunger, Daniel
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Wahlström, Ninni
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Research-based teacher education? Exploring the meaning potentials of Swedish teacher education2018In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 24, no 4, p. 332-349Article in journal (Refereed)
    Abstract [en]

    In this article, we explore the meaning potentials of teacher education in terms of the significance of a research-based approach and the different pedagogic identities that such an approach implies. The study’s aim is to examine the important factors for education to be considered research-based and to identify and analyse the research base of teacher education in Sweden. The results from the analysis of a large number of course documents and from a survey administered to teachers and students in four teacher education programmes indicate that the emerging potential meaning is that teacher education is generally a strongly framed professional education with a relatively weak and adapted research base. The analysis of the classification and framing of disciplinary content and pedagogy in the Swedish teacher education curriculum points at different pedagogic identities emerging from the different meaning potentials that are made available to the students. We argue that a thorough understanding of research-based teacher education needs to be grounded in both course content and its research base as well as other possible pedagogical aspects of research-based education; the education as a whole must be included in the concept of research-based education.

  • 27.
    Alvunger, Daniel
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Wahlström, Ninni
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Understanding transnational curriculum policies on local municipal and school arenas in Sweden2018In: CESE: Compatative Education Society in Eureope: Identities and Education: Comparative Perspectives in an Age of Crisis, 2018, p. 155-Conference paper (Refereed)
    Abstract [en]

    Both the EU and the OECD are intergovernmental organizations where governments and national authorities cooperate closely across national borders. This co-operation results in common objectives and evaluations, but above all, in a common language about education and a shared view of education's problems and solutions (e.g. European Commission 2017).This kind of transnational cooperation, including private actors such as McKinsey and Pearson, forms an international discourse for education policy (Dale, 2010; Grek 2009; Robertson 2008). The Swedish curriculum reform for compulsory school, Lgr 11, can be considered as part of a transnational policy movement in which the different countries relate differently to certain key policy messages. Such messages include that schools needs to be more effective in providing all students with knowledge and raising the achievement of knowledge outcomes. Another explicit message is that the national school systems need to be clearly governed from national level (Wahlström & Sundberg, 2017).

     

    Drawing on discursive institutionalism (Schmidt, 2015) and organizational and institutional theory (Coburn, 2004), this paper focuses on the central educational policy messages from transnational and national policy arenas and their recontextualization on a municipal and school level with Sweden as an example. To capture the links between macro, meso and micro arenas, key policy “messages” from the macro policy arena can be examined regarding in what ways, and to what extent, these messages are adopted or rejected by actors on the municipal and school arenas (Coburn, 2015; Höstfält et al. 2017). For exploring the ‘governing by discourse’, coordinative and communicative discourses are identified, as well as background and foreground ideas (Schmidt 2015). The study builds on interviews with 18 teachers teaching in grade 6 and 9 in different municipalities and schools, and 12 superintendents in charge of compulsory school as well as 12 chairmen of political committees responsible for compulsory school at municipal level. The interviews are analysed in relation to in what ways the actors assimilate or reject the policy messages and to what extent they use deliberative or coordinative discourses to form their understanding of the curriculum reform.  

  • 28.
    Alvunger, Daniel
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Wahlström, Ninni
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Understanding transnational curriculum policies on local municipal arenas2018Conference paper (Refereed)
    Abstract [en]

    The year 2000, when the Lisbon strategy (Presidency Conclusions 2000) was adopted by the European Council, can be viewed as a starting point of an increasing interest in education policy on the transnational arena. Both the EU and the OECD are intergovernmental organizations where governments and national authorities cooperate closely across national borders. This co-operation results in common objectives and evaluations, but above all, in a common language about education and a shared view of education's problems and solutions (e.g. European Commission 2017). This kind of transnational cooperation, including private actors such as McKinsey and Pearson, forms an international discourse for education policy (Dale, 2010; Grek 2009; Robertson 2008). Thus, we consider the Swedish curriculum reform for compulsory school, Lgr 11, as part of a transnational policy movement in which the different countries relate differently to certain key policy messages. Such messages include that school needs to be more effective in providing all students with knowledge and raising the achievement of knowledge outcomes. Another clear message is that the national school systems need to be clearly governed from national level (Wahlström & Sundberg, 2017).

     

    Drawing on discursive institutionalism (Schmidt, 2015) and organizational and institutional  theory (Coburn, 2004), this paper focuses on the central educational policy messages from transnational and national policy arenas and their recontextualization on a municipal and school level with Sweden as an example. To capture the links between macro, meso and micro arenas, key policy “messages” from the macro policy arena can be examined regarding in what ways, and to what extent, these messages are adopted or rejected by actors on the municipal and school arenas (Coburn, 2015; Höstfält et al. 2017). For exploring the ‘governing by discourse’, coordinative and communicative discourses are identified, as well as background and foreground ideas (Schmidt 2015). The study builds on interviews with 18 teachers teaching in grade 6 and 9 in different municipalities and schools, and 12 superintendents in charge of compulsory school as well as 12 chairmen of political committees responsible for compulsory school at municipal level. The interviews are analysed in relation to in what ways the actors assimilate or reject the policy messages and to what extent they use deliberative or coordinative discourses to form their understanding of the curriculum reform. 

     

  • 29.
    Andersson, Elin
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Persson, Frida
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Möjligheter och hinder för dramapedagogik i fritidshemmet2018Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det utvecklingsinriktade arbetet syftar till att stärka en elevgrupp genom dramapedagogik. På fritidshemmet där utvecklingsarbetet utfördes går elever i förskoleklass upp till årskurs två. Målen med arbetet är att erbjuda en variation av dramaövningar med syfte att stärka gruppen, ge eleverna verktyg att hantera konflikter på ett konstruktivt sätt och att identifiera pedagogiska möjligheter och hinder med drama som verktyg. Med stöd av aktionsforskningsspiralen genomförs aktionen under tre veckor vid nio olika dramapass som dokumenterades genom processprotokoll och observationer. I utvecklingsarbetet används semistrukturerade intervjuer och samtal, både med lärare och elever, samt elevernas loggböcker till för- och efterarbetet. Aktionen visar att drama som verktyg kan erbjuda ett bättre gruppklimat som ett återkommande inslag i verksamheten. Identifierbara hinder är avsaknad av anpassad lokal för dramaövningar, tid för planering samt vilja. Det måste finnas ett genuint intresse och kunskap hos lärarna för att använda drama som verktyg i en fritidshemsverksamhet.

  • 30.
    Andersson, Emelie
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Signifikanta kunskaper och erfarenheter vid inträdet i förskoleklass: Beskrivningar från två lärare i förskoleklass2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien som genomförts är en småskalig kvalitativ studie som utifrån två lärare i förskoleklass syftar till att synliggöra vad lärare i förskoleklass beskriver som signifikanta kunskaper och erfarenheter vid barns inträde i förskoleklass samt hur lärare arbetar med variationerna i barnens erfarenheter i förskoleklass.

    Studien har genomförts genom kvalitativa intervjuer med två lärare i förskoleklass. Lärarnas utsagor har sedan ställts i relation till tidigare forskning och didaktisk teori. I den didaktiska teorin beskrivs delar som styrdokument, rapporter och lagremisser samt vedertagna teorier som behandlar de fyra f:n och den proximala utvecklingszonen.

    I analysen har lärarnas utsagor ställts i relation till tidigare forskning och valda teorier. I studien framkommer hur barns sociala förmågor för en överordnad roll och beskrivs som en förutsättning för barns utveckling och lärande i förskoleklassen. Lärarna beskriver att de variationer som återfinns i ämnesorienterade kunskaper inte är ett bekymmer, utan de sociala förmågorna blir också studiens kärnämne. Lärarna i studien beskriver också hur de utvecklat olika metoder för att får kunskap om varje barns erfarenheter och kunskapsnivå, distanserat från förskolans praktik.

  • 31.
    Andersson, Evelina
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Olsson, Sofie
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Vilka här är pojkar och vilka här är flickor?: En kvalitativ studie om förskollärares genusmedvetenhet2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Gender awareness, treatment, preschool. boys, girls

  • 32.
    Andersson, Moa
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Digitala verktyg i fritidshemmets vardag: En aktionsstudie om lärares inställning i förändring2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens kunskapsobjekt är huruvida en aktion kan förändra fritidslärare eller fritidspedagogers attityder gentemot digitala verktyg i fritidshemmet. Studieobjekten är pedagogerna, vars inställning kartläggs med hjälp av intervjuer i inledande och avslutande stadie. Under studiens gång genomförs tre stycken aktiviteter med eleverna som har som syfte att visa nya användningsområden med hjälp av digitala verktyg. Dessa tre kallas iMovie, Google Earth och QR-koder. I resultatet redovisas pedagogernas svar på den avslutande intervjun, vilka skiljer till viss del. Pedagogerna uttrycker större positivitet inför digitala verktyg och tycker sig ha sett andra sidor som kan användas. I diskussionen förs ett resonemang om de förändrade inställningarna kommer att leda till förändringar i arbetet med digitala verktyg i det aktuella fritidshemmet eller om det kommer att rinna ut i sanden. En metoddiskussion förs om de aktviteterna samt intervjuerna som hölls.

  • 33.
    Andersson, Nina
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Det entreprenöriella lärandet på fritidshemmet.: En kvalitativ studie om hur lärare på fritidshemmet didaktiskt arbetar med det entreprenöriella lärandet, med fokus på de sociala förmågorna.2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att undersöka hur lärare på fritidshemmet arbetar didaktiskt med det entreprenöriellt lärande, med fokus på de sociala förmågorna. Istudien deltog fyra legitimerade lärare på fritidshem. Studiens resultat visar attlärarnas tolkningoch kunskap av entreprenörskap/ entreprenöriellt lärande är skiftande. Det resulterar i skillnader i lärarnas planering och och arbetssätt av undervisningeni det entreprenöriella lärandet på fritidshemmet. Exempelvis arbetar ett fritidshem aktivt med det entreprenöriella lärandet med bas i ett års hjul. Genom det arbetssättetkopplas entreprenören och det entreprenöriella lärandet samman. Den praktiska aspekten och lärarnas kompetens är viktiga för att eleverna ska få förståelse för det entreprenöriella lärandet och utveckla de sociala förmågorna. Studien visar att den didaktiska planerings utgångspunkten är att eleverna ska få möjligheter att öva på de entreprenöriella förmågorna. Däremot visar resultatet att lärarna kan uppleva en viss problematik angående gruppkonstellationer och de sociala förmågorna hos vissa elever.

  • 34.
    Andersson, Sara
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Gabriella, Sandahl
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Bända loss eller ta varsamt?: En kvalitativ studie om den dagliga lämningen av barn i förskolan2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att belysa lämningssituationen i förskolan genom förskollärares perspektiv. Med utgångspunkt i tre centrala frågeställningar har fem förskollärares uppfattningar om lämningen undersökts. De tre frågeställningarna som identifierats berör förskollärares förhållningssätt, relationer samt anknytning i förskolan.

    Resultatet har analyserats med hjälp av tidigare forskning och litteratur som berör förskollärares förhållningssätt och relationsskapande i förskolan. Dessutom har resultatet analyserats med utgångspunkt i anknytningsteorin som Broberg, Hagström och Broberg (2012) presenterar. Anknytningsteorin menar kortfattat att barn behöver en trygg bas att återvända till när det känner sig osäkert. Barn ordnar sina trygga baser i hierarkisk ordning och vanligtvis är det barnets vårdnadshavare som är barnets första trygga bas. När barnet lämnas på förskolan är det viktigt att det knutit an till personalen där eftersom barnet behöver en trygg bas som stllföreträder den första trygga basen.

    Studien visar att förskollärarna är eniga om att lämningen är en viktig del av den förskolepedagogiska verksamheten. De är även eniga om att det är deras ansvar som förskollärare att lämningssituationen blir god och att de relationer som skapas innefattar en trygghet och tillit. Däremot uttrycker sig förskollärarna väldigt olika i talet om hur barn knyter an. Dessutom skiljer de sig i uttryck som berör deras barnsyn och förhållningssätt.

    Vi vill med studien bidra med kunskap som ger möjlighet till reflektion och diskussion angående hur förskollärare hanterar och bemöter barn och vårdnadshavare i en lämningssituation. 

  • 35.
    Andrén, Amanda
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Barns delaktighet och inflytande i förskolan - fyra förskollärare berättar2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att belysa förskollärares arbete med barns delaktighet och inflytande i förskolans verksamhet utifrån tre frågeställningar; Hur beskriver förskollärare barns delaktighet och inflytande? Hur möjliggör förskollärare barns delaktighet och inflytande i förskolans verksamhet? Vilka hinder upplever förskollärare i arbetet kring barns delaktighet och inflytande?

    Studien har en kvalitativ metodansats och bygger på tidigare forskning om barns delaktighet och inflytande vilka också är viktiga centrala begrepp då de utgör teorin. Empirin i studien grundar sig på fyra förskollärares uppfattningar om barns delaktighet och inflytande i förskolans verksamhet. Data har inhämtats med hjälp av semi strukturerade intervjuer vilket har använts som metodverktyg i studien.

    Resultatet visar att förskollärarna tolkar barns delaktighet som att delta i en gemenskap där de interagera med barnen samt är inlyssnande och lyhörda inför deras uttryck. Inflytande tolkas som barns möjlighet att påverka, dels genom att de får göra val men också genom att förskollärarna tillvaratar barns intressen och behov i planering och utformning av verksamheten. De arbetsmetoder som förskollärarna menar möjliggör delaktighet och inflytande är att erbjuda barn val, involvera dem i beslut, skapa ett tillåtande klimat, samtala, lyssna och tillvarata deras intressen, arbeta i projekt samt dela in barn i mindre grupper. Den svårighet förskollärarna främst upplever är balansgången mellan barns inflytande och deras styrning, men svårigheter återfinns också i personalens olikheter.

  • 36.
    Ankerhult, Wilma
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Sociala lärandets möjligheter i fritidshemmet: En kvalitativ studie kring barns uppfattningar om vart det sociala lärandet sker2019Independent thesis Basic level (degree of Bachelor), 180 HE creditsStudent thesis
    Abstract [sv]

    Ett flertal barn spenderar sin eftermiddagstid i fritidshemmets verksamhet. Fritidshemmet har ett forstransuppdrag och en möjlighet att bidra till barns sociala utveckling genom att skapa möjligheter där de får möta andra barn. Fritidshemmet har i uppgift att skapa aktiviteter och miljöer där barnen får möjlighet att utveckla samarbetsförmåga, kommunikationsförmåga och sin sociala kompetens. Undersökningens syfte är att få inblick i vart barnen uppfattar att det sociala lärandet sker och hur det bidrar till att skapa och upprätthålla relationer. Studien syftar även på hur barnen upplever lärarnas roll i undervisningen av det sociala lärandet. För att få en djupare inblick i barnens perspektiv användes fokussamtal som metod. Fem fokussamtal med fyra till fem barn i varje grupp. Resultatet ger mig en uppfattning om att barnen ser det sociala lärandet i samspelet med andra och i aktiviteter där lärarna har utgått från barnens intresse. De flesta barn visar en medvetenhet om att fritidshemmet har skapat nya relationer och samtidigt stärkt befintliga. Lärarnas roll utifrån barnens perspektiv ses som tillrättavisande om vad som är rätt och fel. Men de kan även se att lärarna skapar möjligheter för deras sociala lärande i form av miljöer och aktiviteter.

  • 37.
    Arjmand, Reza
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Ijāzah: Methods of Authorization and Assessment in Islamic Education2018In: Handbook of Islamic Education / [ed] Holger Daun & Reza Arjmand, Cham: Springer, 2018, 1, p. 135-156Chapter in book (Refereed)
    Abstract [en]

    Ijāzah, meaning permission, license, or authorization, refers to several distinct types of academic certificates within Islamic education. Given the primacy of oral traditions and importance of reliability of ḥadīth, the license of audition (ijāzah al-sama‘) was established in order to guarantee the credibility of the transmission. Ijāzah al-riwāyah served as written records of the direct audition of a text on the part of the recipient from the transmitting authority, whether a single ḥadīth report, a work by the transmitting teacher himself, or a work by a third party. Accordingly, ijāzah al-iftā’ or ijāzah al-ijtihād was developed within fiqh as a method of authorization of the qualified ‘ulamā’ to respond to the changes within Muslim societies throughout fatwās. Through ijāzah li-al-tadrīs, a scholar was entitled to teach parts of a book or an entire subject. Independent from any social and political institutions, ijāzah was executed within a disciple-master relationship and developed into a literacy genre within Islamic education.

  • 38.
    Arjmand, Reza
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Introduction to part I: Islamic Education: Historical Perspective, Origin and Foundation2018In: Handbook of Islamic Education / [ed] Holger Daun, Reza Arjmand, Cham: Springer, 2018, 1, p. 3-32Chapter in book (Refereed)
    Abstract [en]

    Whereas the concept of ‘ilm (knowledge) includes both religious as well as mundane knowledge, the traditional Islamic thought tends to identify the totality of and specify knowledge as religious knowledge. The typology of knowledge in Islam divides the entire human knowledge into two all-embracing categories: al-‘ulūm al-‘aqlīyah(rational/argumentative knowledge) and ‘al-ulūm al-naqlīyah (knowledge by transmission). This division conceptualizes the foundations of the Islamic epistemology and forms the educational arrangements in Islam. Four major approaches to education and knowledge acquisition include: (1) Constructive approach, which is using rules of logics and qiyās(analogical deductive reasoning) aims to attain human knowledge; (2) Theological approach which is based on kalām (dialectical theology) aims to decipher the divine knowledge as well as mundane one; (3) Philosophical approach which is inspired and informed by the Neo-Platonist movement and Peripatetic Islamic philosophy in which knowledge is attained through the process of wham (estimation) and using the active intelligence to achieve the unknowns through the known premises; and (4) Mystical/theosophical approach which argues on the notion of knowledge by presence. The mystical approach rests on the argument on the divine knowledge as the source of all knowledge and intuition as an instrument to achieve it. Such an epistemological principal has informed not only various approaches to the acquisition of knowledge but also institutions of education and learning. Although the social and political climate and the local cultures have significantly affected the development of the educational institutions across the Muslim world, a trifold model of the educational institutions prevail across the Muslim world. Madrasah as the final product of this development, however, is challenged by the waves of modernization and domination of western values across the Muslim world.

  • 39.
    Arjmand, Reza
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Introduction to part II: Islam and Education in the Modern Era: Social, Cultural, Political and Economic Changes and the Responses from Islamic Education2018In: Handbook of Islamic Education / [ed] Holger Daun, Reza Arjmand, Cham: Springer, 2018, 1, p. 159-176Chapter in book (Refereed)
    Abstract [en]

    Islamic education in the modern era has been at the crossroad of globalization, rapid economic development, social changes, and resurgence of rival religious ideologies. Islam as a global force has affected other forces and has affected by them, and along the way the Islamic education has changed to adapt to the realities of the modern world. Such adaptation is the reflection of the diversity across the Muslim world and heavily influenced by the domestic factors and on the other hand by the nature and extent of the linkage to other global forces. Despite the contextual variations and diversity changes within the Islamic education in the modern era have certain features in common: (a) affected by the new socioeconomic development and changes within the civil society; (b) affected by the realities of the modern state and governance; (c) influenced by the cultural (traditional/religious) factors and political climate; and (d) affected by the international factors. Despite the variations, Islamic education reform across the Muslim world has one thing in common: all have lost the grandeur and glory of the past, they are struggling to meet the demands of a competing world, and they exist in the margin of a strong formal education system.

    There are endavors to synchrone traditional approaches and contents of the Islamic education with those of the formal education to inhibit or enhance the chance for the accreditation of the religious education across the Muslim world. This has partially resulted in internationalization of the institutions of Islamic education and tailoring the curricula to add new subjects such as foreign languages and natural sciences to accommodate the global discourse and attract new groups of students internationally.

  • 40.
    Arjmand, Reza
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Islamic Education in Egypt2018In: Handbook of Islamic Education / [ed] Holger Daun, Reza Arjmand, Cham: Springer, 2018, p. 577-592Chapter in book (Refereed)
    Abstract [en]

    Islamic education in Egypt thrived during the seventh to tenth centuries when Islamic schools established both as primary kuttāb and subsequently advanced to al-Azhar system. Kuttāb as educational institutions emerged as natural, spontaneous at grassroots level, often connected with a mosque, but also created by the community in a home, a shop, a tent, or under a palm tree. Islamic education was built around an individual rather than an institution, and this helped the spread of education in the Muslim world. While al-Azhar built by Ismā’ilī Shī’ite Fāṭimīds in Egypt to confront the hostile 'Abbāsīds of Baghdad, it ultimately held strong religious and political directions based on Sunnī Islam. Al-Azhar with its vast endowed residential facilities fostered training of generations of learned class of 'ulamā'. Female students had access to education where a series of facilities and classes were devoted to them.

    Driven from Islamic dogma, the al-Azhar developed the curriculum based on theology, grammar, and rhetoric through memorization, with the intention to foster a sense of religious obedience among students and to reinforce teachings of Sunnī Islam. The educational target is to achieve independent judgment on various issues concerning the Muslim society.

  • 41.
    Arjmand, Reza
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Islamic Education in Iran2018In: Handbook of Islamic Education / [ed] Holger Daun, Reza Arjmand, Cham: Springer, 2018, 1, p. 555-576Chapter in book (Refereed)
    Abstract [en]

    With the arrival of Islam in the seventh century, Iran developed as the center for Shī‘ite education, and Iranians contributed significantly to the institutionalization and expansion of Islamic education both in form and content. For centuries, clergies were regarded as the custodians of education running preprimary and primary education in maktabs; postprimary and higher education were carried out and institutionalized in madrasahs.

    Iranian madrasah played also a significant role in promoting knowledge and sciences, both religious and nonreligious. With the establishment of Qom theological seminary (ḥawzah ‘ilmīyah Qom), however, Islamic education and its respective institutions (madrasahs) revitalized and started a new era and played a pivotal role in the formation of the Iranian Revolution of 1979. Operating under the institution of waqf and other forms of religious taxes, ḥawzah ‘ilmīyah today is a network of madrasahs and other educational institutions, active both through traditional methods and in the virtual world to foster the Shī‘ite communities worldwide.

    The Iranian Revolution of 1979 is considered as one of the instances in running a modern society based on Islam and contributed significantly to the revival of religious ideologies across the world. Iranian theocratic government planned a shift from a Western model of social order and education to a one deeply rooted in Islamic beliefs and values. To achieve the goal to intellectually nurture generations of committed Muslims as the human capital of Muslim ummah, among other measures, a larger proportion of the formal curricula is devoted to education of Islam, while religious education also occupied a significant status both in curricular and extracurricular activities.

  • 42.
    Arjmand, Reza
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Migration, Diaspora, Muslim Transnational communities and Education2018In: Handbook of Islamic Education / [ed] Holger Daun, Reza Arjmand, Cham: Springer, 2018, 1, p. 415-434Chapter in book (Refereed)
    Abstract [en]

    The Western World (especially Europe) is struggling to cope with one of the largest waves of human migration ever. Majority of the migrants are Muslims with traumatic experiences as a result of enduring wars, violence, and various forms of suffrage. The unique feature of this migration is the number of unaccompanied minor Muslim migrants with an unprecedented rate in human history. All these pose new challenges to European societies not least to accommodate the needs and meet the demands of Muslims for moral and religious education. While European education systems fundamentally rest on a rather monolithic worldview, inspired by Christianity and based on secularism, they need to adapt to the realities of the postmigration era. The Muslim transnational communities in West complicate the matter even further as they pose new challenges in the notions of identity and belonging of the younger generation of Muslims in diaspora. The new mode of policy-making in the face of the migration and multiple transnational communities is to create and foster an education system to respond to the needs of Muslims in the West while enhancing the process of integration and teaching the western-style notion of citizenship. Sex education, religious extremism, terrorism, and pluralistic values are among the challenges that education systems in the West need to alter both in policy and practice.

  • 43.
    Arjmand, Reza
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Waqf and Financing Islamic Education2018In: Handbook of Islamic Education / [ed] Holger Daun & Reza Arjmand, Cham: Springer, 2018, 1, p. 99-112Chapter in book (Refereed)
    Abstract [en]

    The institution of waqf (religious endowment), an act of establishment of a charitable trust, often in a form of a property or any legitimate fund-generating estate – for which public utilities are designated as beneficiaries of the yields, among other purposes – laid the cornerstone of an independent means of financing for education across the Muslim world. Such an independent economic means contributed greatly to the autonomy of the research and scholarly works among the Muslims.

    While waqf was to guarantee and maintain the independence of the research and autonomy of the researchers and scholars, the relationships with the state and power apparatus has been far from straightforward. In its endeavor to gain control over education, the state patronized some madrasahs by giving them waqf and other financial resources and status while others were neglected. Over time this resulted in an effective state control of madrasahs and other educational institutions, which were used to promulgate state ideology and legitimize one particular religious faction over others. The patronage of madrasahs also provided the government with a vital piece of ideological armor. The dominance of ‘ulamā’ over education in need of waqf to finance madrasahs across the Muslim world forced them to ultimately support the governments as the custodians of waqf and other religious taxes. This facilitated a good relation between madrasah and the state. In this way, the ‘ulamā’ were confident to have secured the support for madrasah while the government was assured to have the favorable consensus of ‘ulamā’ on its side. Meanwhile, despite the dominance of state over waqf in almost all countries in the Muslim world, a small number of waqf-based institutions continued to function independently and produced a great body of independent research and scholarship.

  • 44.
    Arjmand, Reza
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Maryam, Ziari
    Shahid Beheshti University, Iran.
    Sexuality and concealment among Iranian young women2018In: Sexualities, ISSN 1363-4607, E-ISSN 1461-7382, p. 1-13Article in journal (Refereed)
    Abstract [en]

    Criminalization of sexual relations outside the institution of marriage in Iran fosters – among other means – concealment as one of the safest methods to undermine social and legal impediments. In a context where any alternative practices of sexualities are subject to persecution, sexual concealments are applied as tactics for survival. The female body in such a normative-laden society is conditioned by its “openness” which makes it a subject of honor for family and kin and core for the management of desire and regulating the intimate for the theocratic state. Based on life stories of young women who have had pre-marital sexual relations in Tehran, this article addresses sexual concealment as the main method used by those women. Findings of the study suggest a three-fold model of concealment practiced in various social settings. Body concealment which was encouraged by the families and authorities to reduce the visibility of the female body during adolescence, engenders other types of concealment. Lesbian-like practices were utilized by women in homosocial settings to undermine the heteronormative social structure. Concealment of sexual orientations, desires and practices was applied to “keep the order of things in place” and to undermine the repressive policies and practices based on the socio-religious normative.

  • 45.
    Arjmand, Reza
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Mirsafa, Masoumeh
    United Nations Habitat, Tehran, Iran.
    Ephemeral space sanctification and trespassing gender boundaries in a Muslim city2018In: Storia urbana, ISSN 0391-2248, E-ISSN 1972-5523, Vol. 161, p. 71-93Article in journal (Refereed)
    Abstract [en]

    A distinct feature of Muslim cities is demarcated separation between zones of public economic and private domestic activities. Such spatial distinction has been the organic extension of a social structure with limited presence of women in public zones. However, separation of spaces in the Muslim city and the way it is utilized, shaped and reproduced by men and women is not a simple case of dividing public-­private geographies and assigning them to males and females, respectively, and has been subject to appropriations and adaptations. The Shiite traditional Muharram procession is one of the instances of such appropriation which produces a semi-­private or tertiary (social and spatial) realm, where gendered behaviours are more fluid, the loyalties of the kin stretch beyond the dominant normative, and both men and women move with greater ease. Such spatial fluidity exacerbated during the rituals of Muharram, where presence of women in public space is promoted and invigorated. Among other means, the ephemeral space sanctification is utilized to create a space where the social sanctions are temporarily lifted, and gender spatial boundaries are suspended. As an ethnographical piece of research using methods informed by urban planning and urban sociology and based on a cross-­disciplinary study of gendered spatial divisions (socially and architecturally), this article endeavours to investigate the notion of ephemeral space sanctification in a Muslim city among the Guilani population in Lahijan, in northern Iran.

  • 46.
    Arjmand, Reza
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Mirsafa, Masoumeh
    Polytechnic of Milan, Italy.
    Talebi, Zeinab
    Islamic Azad University, Iran.
    Islamic Educational Spaces: Architecture of Madrasah and Muslim Educational Institutions2018In: Handbook of Islamic Education / [ed] Holger Daun & Reza Arjmand, Cham: Springer, 2018, 1, p. 469-510Chapter in book (Refereed)
    Abstract [en]

    The mosque (both as masjid or jami’) is recognized as the first Muslim educational space for formal and informal learnings, for children and adult alike. Although the mosque remained as one of the primary centers of Islamic studies in various disciplines to this day, the Muslim cities from the Middle Ages onward have witnessed the emergence of specific institutions for Islamic education. Kuttābs or maktabs were primary education institutions often small scale but, in some instances, housed in a specific building consisted of a large, domed, unadorned hall in which all the pupils sat cross-legged on mattresses in a rough semicircle, usually next to low desks. Such buildings were generally erected by philanthropists and informed by the traditional architecture in form and structure. The first turn in formation of a specific Islamic higher education space was the majid-khan complex in which hujrahs (dormitories) and madras (study spaces) were built adjacent to the mosques. Madrasah buildings were formed in eastern lands of the Muslim World inspired by Khurāsāni vernecular architecture. With the selection of Isfahan as the capital of Ṣafavīd in 1722, the city was labeled Dār al-‘Ilm (The House of Knowledge) and reached fame in the Islamic world for its educational institutions. Among other achievements, Isfahan is credited for the innovation and design of an Islamic educational space. Isfahani architects utilized classic Persian architecture with its internal garden, formerly used extensively in Persian style mosques, to madrasah buildings. The model spread later to most of the Muslim world as the classic model of madrasah building.

    The design of the madrasahs like any other architectural structure of the Islamic world was informed by Islamic rules and principles and reflects the social, political, and economic values of the Muslim society. Despite the diversity of the architectural typologies among various Islamic societies, such principles have resulted in formation of common spatial qualities in Islamic educational spaces.

    This chapter provides a cross-disciplinary review of the architectural foundations of the Islamic institutions of education. Through a review of various models of madrasaharchitecture in different historical eras, the chapter provides an account on the development, taxonomy, and common characteristics of Islamic educational spaces in various parts of the Muslim world.

  • 47.
    Arvidsson, Albin
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Begovic, Ermin
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Nätmobbning: Hur nätmobbning påverkar den sociala miljön i skolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här studien handlar om det mycket aktuella ämnet nätmobbning och specifikt hur nätmobbning påverkar elevers trivsel i skolan samt hur lärare och andra vuxna kan hjälpa till att hantera och stödja den som blir utsatt i skolan och hemmet. Litteraturstudien belyser vad nätmobbning innebär, olika konsekvenser, vilka konsekvenserna kan vara samt hur nätmobbning kan förhindras. Vuxnas syn på ämnet undersöktes genom intervjuer med fritidslärare medan elevernas syn undersöktes genom en enkätstudie. Den här studien visar vad som kan hända när en människa utsätts för nätmobbing, samt varför detta sker på nätet snarare än ansikte mot ansikte. Resultatet visar att elever mellan nio-tio år inte är speciellt utsatta för nätmobbning och att trivseln inte är påverkad i någon större utsträckning. Kunskapen kring ämnet är dock låg bland fritidslärarna som intervjuades och ses mer som en lillebror till den vanliga mobbningen. Resultatet visade också att nätmobbning ökar i de högre årskurserna, det visar också att tjejer är mer utsatta än killar.

  • 48.
    Augustinsson, Sören
    et al.
    Kristianstad university.
    Ericsson, Ulf
    Kristianstad university.
    Nilsson, Henrik
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Making sense of assignment: on the complexity of being a school leader2018In: Nordic Journal of Comparative and International Education, E-ISSN 2535-4051, Vol. 2, no 2-3, p. 149-164Article in journal (Refereed)
    Abstract [en]

    The primary aim of this paper is to narrow down the description of how school leaders interpret the assignment (the task) and identify the markers for how they look upon the conditions of doing a good job in Sweden. The aim is in the context of practice-based and process-oriented research. We use complexity and complexity theories to frame the emerging practice of leading and organizing. This is in contrast to technocratic homogenization—that is, law texts, steering documents, documentation, standardized methods, planning, and ceremonies. A questionnaire was conducted with three open questions (n=363 out of a possible 548 participants) and four focus groups (n=21). Complexity, dilemmas, and inconsistency emerge in the respondents’ answers the closer they are to everyday action. The results show that complexity theories put focus on a conflict between the image of schools as complicated and complex. Complicated is accompanied by generalizing and weak contextualizing of control systems, standardized methods, planning, law texts, and evidence-based education—that is, the concept of technocratic homogenization. Complexity theories emphasize the life in organizations, everyday practice as leaders, and a conflict between weak and robust contextualizing from the perspective as practice-based and process-oriented research.

  • 49.
    Axelsson, Viktor
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Vårdnadshavares delaktighet i förskolan: Förskollärares tillvägagångssätt för att få vårdnadshavare delaktiga2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien syftar till att bidra med kunskap om hur förskollärare i förskolan arbetar för att få vårdnadshavare delaktiga. Vidare undersöks vilka svårigheter och möjligheter som finns i detta. Denna kvalitativa studie har semistrukturerad intervju som metod där tre olika förskollärare är respondenter. Resultatet visar att en positiv relation är ett tillvägagångssätt för att få vårdnadshavare delaktiga. Genom en ömsesidig relation med växelverkan och dialog blir vårdnadshavaren erkänd och får en chans att kommunicera med förskolläraren om sitt barn och verksamheten.   

  • 50.
    Barkelind, Denise
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Ekelin, Julia
    Inkludering i fysisk aktivitet på fritidshemmet: En enkätundersökning om fritidslärares syn på motivation och anpassning till fysisk aktivitet2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med vår undersökning är att visa på hur lärare i fritidshem kan inkludera alla elever under den fysiska aktiviteten på fritidshemmet. Bakgrunden till denna undersökning är att det blir allt vanligare att eleverna väljer aktiviteter som inte innehåller fysisk aktivitet, och vi vill därför lyfta vikten av att vara en förebild och inspirera eleverna till att välja aktiviteter som gynnar kunskap och intresse för rörelseglädje. Våra frågeställningar är ”Hur kan lärare i fritidshemmet motivera alla elever till att vara delaktiga i den fysiska aktiviteten under deras fritid?” och ”Hur anpassas aktiviteterna för en enskild elev?”. Undersökningen är grundad i en teori vid namn Normativ teori som lyfter ämnen som jämlikhet, och social rättvisa.

    Metoden vi har valt att använda oss av är kvalitativ enkätundersökning där vi fick in 13 svar. Resultaten visade sig vara enhetliga då samtliga arbetar för inkludering genom att lärare i fritidshem själva deltar i aktiviteter, samt utformar aktiviteterna efter elevernas intressen. Den tidigare forskningen i jämförelse med våra enkätsvar visar på att detta är en betydelsefull förutsättning för att eleverna ska få mera engagemang och intresse för att vilja delta i varierande aktiviteter.

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